LC 232 
.T4 T4 
Copy 1 



BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 

1916 : No. 56 



OCTOBER 5 



1916 



PROGRAMS 

FOR 

SCHOOLHOUSE MEETINGS 



Prepared by 

Members of the Department of Extension 

and Edited by 

E. D. SHURTER 

Acting Director 




Published by the University six times a month and enteierJ as 

second-class matter at the postoflBce at 

AUSTIN. TEXAS 



Publications of the University of Texas 



Publications Committee : 

A. C. JuDSON C. Habtman 

E. C. Barker J. L. Henderson 

J, M. Bryant W. S. Hunter 

G. C. Butte J. A. Lomax 
R. H. Griffith 



The University publishes bulletins six times a month. These 
comprise the official publications of the University, publica- 
tions on humanistic and scientific subjects, bulletins prepared 
by the Department of Extension and by the Bureau of Munic- 
ipal Research, and other bulletins of general educational in- 
terest. With the exception of special numbers, any bulletin will 
be sent to a citizen of Texas free on request. All communica- 
tions about Uuiversity publications should be addressed to the 
Editor of University Publications, University of Texas, Austin. 



A. C. BALDWIN a SONS: AUSTIN 



■^ B324-816-5in 

BULLETIN 

OF THE 

UNIVERSITY OF TEXAS 

1916: No. 56 

OCTOBER 5 1916 



PROGRAMS 

FOR 

SCHOOLHOUSE MEETINGS 



Prepared by 
Members of the Department of Extension 

and Edited by 

E. D. SHURTER 
Acting Director 




Published by the University six times a month and entered as 

second-class matter at the postoffice at 

AUSTIN, TEXAS 



LC 



Z5Z 



The benefits of education and of 
useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free govern- 
ment. 

Sam Houston. 



Cultivated mind is the guardian 
genius of democracy, . . . It is 
the only dictator that freemen ac- 
knowledge and the only security that 
freemen desire. 

President 3'Iirabeau B. Lamar. 



p, of D<» 
AUG 22 191/ 



i 



LIST OF PEOGRAMS IN THIS BULLETIN. 

PAGE. 

I. A Community Get-Together Meeting". .1 "7 

11. Halloween Social 10 

III. Thanksgiving Exercises 12 

IV. Spelling Bee 23 

V. Christmas 24 

VL Debating and Declamation Contests 29 

VII. Arbor Day Program . . . v 31 

VIII. Outdoor Games and Track Meet , 42 

IX. Rural Life Day 44 

X. Celebration of San Jacinto Day ,^. ...... . 50 

XI. School Closing Exercises 51 

Supplemental Programs: 

A Victrola Concert 54 

Bird Day Program 60 

Farm Life Contests . . . ^ 67 

School and Community Fairs. .; 72 



FOREWORD 



To the Teacher: 

In making the school attractive to pupils and helpful to 
patrons, probably no single feature of school work is more 
valuable than the Schoolhouse Meeting. This has been testified 
to by hundreds of teachers in our rural schools who have used 
the Schoolhouse Meeting programs furnished by the University 
Extension Department during the past two years. With a 
view of increased efficiency and of economy, we have decided 
to consolidate the schoolhouse meetings with the debating, 
declamation, spelling, and athletic contests of the University 
Tnterscholastic League. Each school desiring hereafter the 
benefits of participation in the Schoolhouse Meetings is asked 
to join the Tnterscholastic League by the payment of the re- 
quired $1.00 annual membership fee. 

The fee is charged, not with the purpose of barring any 
school from participation in the programs of the Schoolhouse 
Meetings, but with the view of cutting out waste, by restrict- 
ing the distribution of the programs to those who are in earnest 
about doing this important work. The 1296 progressive teach- 
ers who carried out the debating, declamation, spelling, and 
athletic contests in their schools last year have already made 
a very substantial beginning in making their schools live and at- 
tractive community centers. By adding the other programs given 
in this bulletin, these schools will render a yet larger service 
to their communities and win a warmer interest and better 
support from their patrons. It is hoped that several thousand 
schools will take up this interesting work this year and that 
soon it will reach every schoolhouse in Texas. 

This bulletin contains eleven definite programs for school- 
house meetings, distributed throughout the year. Following 
these are supplemental programs and suggestions which may be 
used by teachers according to the local needs of particular 
schools. If you are a live teacher, if you wish to make the 
school attractive to your pupils and arouse an interest 5n 
the communitv in your school work, thus helping the school, 



6 Bulletin of the University of Texas 

the community, and yourself, plan definitely to carry out as 
man}^ of the following programs as possible. They have suc- 
ceeded in hundreds of other schools in Texas and can be made 
to succeed in your school equally well. If you do nothing more 
than go through the round of daily recitations with your pu- 
pils, you are failing to secure the keenest interest and most 
helpful cooperation of the people in your community, and are 
neglecting a splendid opportunity to connect the school activities 
with community life in such a wa.y as to better prepare the 
children in the school for future citizenship. 

The Extension Department of your State Universitj^ belongs 
to you. The sole justification for its existence is the service it 
can render the people of Texas. We sincerely desire to hear 
from you and to serve you. Let us know^ of your successes, 
your failures, and your problems, so that we can help you with 
your problems and pass on to others the successful ideas that 
you develop. We shall try faithfully to do our part. Will yoi] 
please do your part in courageously undertaking the meetings 
and in sending us the reports? Together, we can go a long 
Avay toward making Texas a still better place in w^hich to live. 

Usually the most convenient time for the Schoolhouse Meet- 
ings is Friday afternoon or night. Having decided upon a 
meeting time and appointed the necessary committees to make 
arrangements, it would be well to write the following invita- 
tion on the board on Wednesday and have all the children 
copy it neatly as a wanting lesson : 

You are cordially invited to come to the schoolhouse 
on Friday night at eight o'clock to a get-together 
meeting. We plan to have some interesting exer- 
cises and at the same time to have a good time. Do 
not fail to come. [The form of the invitation would, of 
course, be changed each time in accordance with the 
nature of the program to be carried out.] 

Have the children hand this invitation to their parents and, 
perhaps, to their neighbors. Further suggestions regarding 
preparation for the meetings will be found in this bulletin. 



PROGRAM I 

A COMMUNITY GET-TOGETHER MEETING. 

The beginning of school can be given a most helpful impetus 
and great encouragement through a community get-together 
meeting held either the week before school opens or the week 
following. It should not occur on the first day of school, be- 
cause on this day of all the year the teacher wishes to do her 
best and most efficient work. She will be unable to do this 
if the house is in disorder, if her lessons are not well planned, 
and if pupils enter the schoolroom with a holiday spirit of fun 
instead of serious endeavor. 

If the school plant is clean, and if it can be properly lighted, 
by all means hold the meeting there. The teacher should ap- 
point the following committees: (1) A committee on arrange- 
ments, (2) a committee on decorations, (3) a program committee, 
and (4) a committee on refreshments. Refreshments may be 
free or on sale for the benefit of the school. 

PROGRAM. 

The program may consist of two parts : part first should con- 
sist mainly of short bright talks', recitations, or theatricals, that 
Avill set forth the ideals, the policy, and general plans for the 
year's work in school, home, and community co-operation; part 
second should be composed of purely social feature's. 

PART I. 

1. Music: A song all can sing; or a number by the com- 
munity band. 

2. Talk by President of School Board: The Value of Get- 
ting Together. 

3. Talk by Teacher: Some Plans for Our School Work. 

4. Talk by Parent: How Parents Can Help the School. 

5. Recitation by Pupil: "The Calf Path." (Printed be- 
low. ) 



8 Bvlletin of the University of Texas 

PART II. 

1. Everybody shake hands with everybody else. 

2. Games. 

3. Victrola music. 

4. Refreshments. 

5. Sing "Auld Lang Syne," "Good Night Ladies," or some 
friendly song that everybody knows. 

THE CALF PATH 

By Sam Walter Foss. 

One day through the primeval wood, 

A calf -walked home as good calves should; 

But made a trail all bent askew, 

A crooked trail, as all calves do. 

The trail was taken up next day 

By a lone dog that passed that way. 

And then a wise bellwether sheep 

Pursued the trail o'er vale and steep; 

And drew the flock behind him, too, 

As good bellwethers always do. 

And from that day, o'er hill and glade 

Through those old woods a path was made. 

And many men wound in and out, 
And dodged and turned and bent about. 
But still they followed — do not laugh — 
The first migrations of that calf. 
This forest path became a lane 
That bent and turned and turned again, 
This crooked lane became a road. 
Where many a poor horse with his load 
Toiled on beneath the burning sun, 
And traveled some three miles for one. 



^ 



Programs for Schoolhouse Meetings 

The years passed on in swiftness fleet, 
The road became a village street; 
And this, before men were aware, 
A city's crowded thoroughfare. 
Each day a hundred thousand route 
•Followed the zigzag calf about. 
A hundred thousand men were led 
By one calf near three centuries dead. 
They followed still his crooked way, 
, And lost one hundred years a day. 
Ah, many things this tale might teach — • 
But I am not ordained to preach. 



PROGRAM II. 

HALLOWEEN SOCIAL. 

Preparation for the Meeting: Decorations, etc. — Children 
especially enjoy the preparation for Halloween, and eaeh school 
grade can contribute something toward the entertainment. The 
social feature will necessarily predominate; the occasion is a 
social gathering for a good time. The meeting should include, 
however, a brief serious talk as is suggested for No. 8. of the 
program below. Make cardboard bats, cats, and witches, and 
color them black with ink. String these figures on cord (also 
colored black) twelve inches to two feet apart. Attach these 
strings near corners of room and festoon to center of ceiling. 
Hang in this central point a lantern encased in a round black 
cardboard box. Carve in the sides of this box several jack-o 'lan- 
tern faces and line it with orange tissue paper. Sweet potato 
vines, bean vines, wild smilax, Spanish moss, and other local 
greens can be used to drape the windows, frame the doors, black- 
boards, and windows. Place the jack-o 'lanterns amid the greens 
wherever they will look "their spookiest." The children can 
make these lanterns of pumpkins, citrons, squashes, apples, beets, 
turnips, old tin cans, or buckets. 

Place in a dimly lighted corner amid green boughs and lan- 
terns a fortune teller's table. Hang a small iron kettle from a 
tripod of old brooms, and place them on this table. Write for- 
tunes on slips of paper and put these slips of paper in the kettle. 
Three students in witches costume then preside over this table. 
They stir the contents of the kettle, and distribute the fortunes. 
Here is a good opportunity to make some money by charging five 
cents for eaeh fortune. 

1\\ another prettily decorated corner, three "witches" or 
"ghosts" may sell home-made candy, crackerjack, apples and 
doughnuts. 

Let the lanterns provide the onl.y light for the early part of the 
evening. 



Programs for ScltoolJioase Meetings 11 

PROGRAM. 

1. History of Halloween. 

2. Halloween customs. 

3. Grand March of Ghosts. Enter pupils who are dressed 
in sheets and pillow cases. Some may be dressed in witches' 
costumes with tall peaked black witch hats. (Use Diamond Dye 
to color large articles.) All in the procession should wear masks 
made of pieces of cloth with holes for eyes. 

The ghosts march to slow^ -weird music in single file up and 
down the aisles to the stage where they give a drill. (This drill 
may be original or taken from The Complete Halloween Book, 
price 30c, Eldridge Entertainment House, Franklin, Ohio.) 

4. Story Telling. At the close of the drill the ghosts sit on 
the stage floor. The stories are told by certain ghosts, who stand 
while speaking. Local stories are often very appropriate. The 
following is a good list to choose from : "Little Orphant Annie :" 
a ghost story (black cat) from Uncle Kemus; "No Haid Pawn," 
found in Ole Virginia, by Thos. Nelson Page; "The Spectre 
Bridegroom, ' ' by Washington Irving ; ' ' The Transferred Ghost, ' ' 
or "Old Applejoy's Ghost," by Frank R. Stockton; "The Be- 
witched Fiddle," by MacManus. 

5. Welcome. After the last story, the ghosts all stand, spell 
and pronounce in concert the word "Welcome." They then 
quickly march ofl the stage and mix with the audience. The 
lights are made brighter. The ghosts form themselves into com- 
mittees of entertainment. They may unmask or continue masked 
during the evening. 

6. Diversions. Songs, victrola music, more stories suggested 
by those already told, games such as Passing Apples, Nut Guess- 
ing, Peanut Carry, etc. 

7. Refreshments. Ice cream and home-made doughnuts, 
candy, apples, cracker jack, — for sale by the school. 

8. Short talk by teacher, pupil, or trustee, telling of the 
aims, the needs, and the progress of the school, with an announce- 
ment of the next schoolhouse meeting. 

9. School and communitv songs. 



PROGRAM m. 

THANKSGIVING EXERCISES. 

Thanksgiving exercises are best fulfilling their mission when 
they preserve throughout a high, serious, yet joyous, tone. Says 
Commissioner Claxton, to whom we are indebted for many of 
the following suggestions: "It is not well to rob such oeca&ions 
as this of their sacredness by irreverent buffoonery or by the 
use of songs and poems out of keeping with their spirit, as is 
often the case with Thanksgiving programs in school journals. 
It is a mistake to suppose that children like such programs better 
than more serious exercises." 

Decorations may consist of flags, flowers, autumn leaves, vines,^ 
and fruits. Stalks of corn and cane can be used with good effect. 
The school exhibit can be made a decorative feature. 

The occasion should breathe the "harvest home" spirit. A 
school fair consisting of exhibits from home and farm products 
adds much to the interest. Local merchants often are glad to 
offer prizes to canning clubs, to corn clubs, etc. 

If this celebration is held at the central school of the com- 
munity, it will make it possible for more people to assemble and 
to get better acquainted with each other. The neighboring 
schools could come in wagons decorated with their school colors, 
and be prepared to sing well their respective school songs, and 
give school yells. A program that always attracts much interest 
is composed of numbers from the various schools assembled, each 
school giving one or more numbers. Declamation and spelling 
contests are both entertaining and profitable. 

PROGRAM. 

(See printed matter below.) 

1. Harvest Song — ^Air, America. 

2. Prayer by the minister, or chant the Lord 's Prayer by the 
school. 

3., Reading of the President's and Governor's Thanksgiving 



Programs for Schoolhouse Meetings 13. 

Proclamations, either or both. (These proclamations can be 
found in the local newspapers.) 

4. "Welcome," by a small child. 

5. Thanksgiving Acrostic, by primary grades. 

6. Recitation — Pumpkin Pies. 

7. Southland Echoes. 

8. Song — Dixie, (a new version printed below), by school. 

9. Recitation — Signs of Thanksgiving, The First Thanksgiv- 
ing Day, or When the Frost Is on the Punkin. 

10. Chorus — Hear the Dinner Horn, (from the rural op- 
eretta, Alvin Gray), or some appropriate songs the pupils sing 
well. 

11. Common basket dinner on the school ground, or in the 
schoolhouse. 

12. Address by a prominent speaker, or a Flag Drill.* 
*Write to Eldridge Entertainment House, Franklin, Ohio, for 

Our Country's Flag, 46 children, price 15c ; or Red, White and 
Blue, 36 or 24 pupils, price 15c ; or Drill of the Stars and 
Stripes, 12 girls, price 15e. 

13. Awarding of exhibit prizes. 

14. Sing "America." 

The above program may of course be changed to meet local 
needs. Either or both the address and dinner may be omitted, 
and the program may be given either in the afternoon or at 
night. 

HARVEST SONG— AIR, "AMERICA" 

The God of harvest praise; 
In loud Thanksgiving raise 

Hand, heart and voice. 
The valleys laugh and sing, 
Forest and mountains ring. 
The plains their Iribute bring, 

The streams rejoice. 

Yea, bless His holy name, 
And joyous thanks proclaim 
Through all the earth. 



14 Bulletin of the University of Texas 

To glory in your lot 
Is comely, but be not 
God's benefits forgot 
Amid your mirth. 

The God of harvest praise, 
Hands, hearts and voices raise 

With sweet accord. 
From field to garner throng, 
Bearing your sheaves along, 
And in your harvest song 

Bless ye the Lord. 

WELCOME. (A Small Child.) 

Which is the sweetest of words you may hear? 

"Love" touches all hearts and "Home" is most dear; 

Children choose "Christmas," the weary love "Rest," 

But "Welcome" of all is the sweetest and best! 

As violets greet Maytime, as stars greet the night. 

As birds sing in chorus to welcome the light, 

So with smiles and with music, sweet greeting we call, 

And welcome you gladly, dear friends, each and all. 

i 

THAKSGIVING ACROSTIC. 

T is for turkey, the biggest in town ; 
H is for Hattie, who baked it so brown; 
A is for apples, the best we can find ; 
N is for nuts that we eat when we've dined; 
K is for kisses for those we love best; 
S is for salad we serve to each guest ; 
G is for grav}^ that ever^yone takes; 
I is for ice cream that comes with the cakes; 
V is for verses on peppermint drops ; 
I is for inquiries when anyone stops; 
N is for the way that we nibble our cheese ; 
G is for grace when we've done with all these. 
All: Hurrah, for Thanksgiving. 1916! —Susie M. Best. 



Programs for ScJioolJiouse Meetings 15 

Have each child cut a card seven mehes square. On this card 
he draws or pastes a letter of the word "Thanksgiving." B5^ 
means of a string, hang the card around his neck. Have the 
children march on the stage with the letter side of the card 
turned in. After he has recited his line he turns his letter out 
so all can see. 

PUMPKIN PIES. 

How dear to my heart are the pies I remember — 
Those rich pumpkin pies with their flavor so fine, 
That my mother would make in the frosty November 
For us children to eat at Thanksgiving time. 

Those bright yellow pumpkins, those pumpkins so golden, 
There's no other pie that I so can enjoy 
As those of my mother's in days that are olden — 
Those Thanksgiving pies that I ate when a boy. 

CLASS RECITATION— SOUTHLAND ECHOES. 
First Child. 

And now, to show why we have gathered here, 

And render thanks unto the God, whose hand 
Hath blessed our toil with bounty and with cheer, 

And showered plenty on our native land. 
From field, and tree, and barn-yard, we will bring 

A token of the fullness of our store. 
Which robs the cruel winter of its sting. 

And keeps us safe, until the buds once more 
From their long hiding place shall shyly peep, 
And nature wake from her long winter's sleep. 

KING COTTON. 

(Child dressed to represent cotton.) 

King Cotton first must rank — our Southland's pride, 

Whose bursting bolls, far-stretching, whitened stand. 

A surer source of wealth, its acres wide. 

Than golden pebbles from Alaskan sands ; 

A priceless boon, this fruit of honest toil. 

Has kindly nature planted in our soil. 



1^ Bulletin of the University of Texas 

APPLES. 

(Child bearing a basket of apples prettily arranged.) 

The mellow apple next makes glad our hearts; 

Its glistening coat of yellow or of red 
A cheerful invitation now imparts 

To come and merry be around the spread, 
Wherewith we pass the winter evenings long 

With mirth and jest, with laughter and mth song. 

TURKEY. 

(Child bringing in a turkey.) 

The gobble, gobble of this goodly bird 

Has echoed long around the barn-yard gate ; 

His fierce, bold notes the weaker fowls oft heard 
When strutting proudly there before his mate. 

But I'm afraid when this great day is o'er, 

His -gobble, gobble will be heard no more. 

PERSIMMONS AND LOCUSTS. 
(Child bearing a branch of persimmons and one of locusts.) 

On swaying boughs these long have gaily been 

In summer's sun and Autumn's sterner weather, 

LTntil, frost-kissed and loosened by the wind, 

In waiting tubs they may be mixed together. 

And give their strength unto Thanksgiving cheer 

In sparkling lasses of good home-brewed beer. 

PUMPKIN. 

(Child rolling in a large pumpkin.) 

The fat, round pumpkin's glossy yellow sides 
Holds promise of a feast a knight might eat; 

A toothsome morsel tucked away it hides, 
Of far renown and relish all complete. 

And longing hopes of hungry folk grow high 

Whenever they see the luscious pumpkin pie. 



Programs for SchoolJiouse Meetings 17 

CORN. 

(Child carrying ears of corn.) 

The corn I bring! God's gift to man and beast! 

The main support of thousands here behold ! 
In wretched hovel or at palace feast, 

It is for strong or weak, for young or old. 
With it all climes, all lands, may be well fed; 

While we have corn no one shall want for bread. 

FLOW^ERS. 

(Several girls to represent seasonable flowers. Only one 
child speaks.) 

The rainbow tints that span the storm-swept sky 
Are not more briliant than these blossoms fair. 

Whose gentle fragrance seems to pass us by 
Like sweet music on the soft, still air. 

To us on earth the Lord these flowers has given 

To lift us up and help us on toward heaven. 

THE SOUTHLAND. 

(A larger girl or young lady dressed to represent the South. > 

The half of my good things you have not named — 
The melons for which Georgia's widely famed, 
The cane that grows upon the Gulf's broad coasts 
The juicy spheres of gold that Florida boasts. 
The rice from broad, flat plains beside the sea, 
The grapes on vines that swing from tree to tree, 
The abounding wealth of field and stream and mine, 
Of forests deep of oak and ash and pine; 
The great warm heart for which I 'm loved so well, 
The beauty and grace of which my children tell. 

(Children in concert.) 

Then let us render thanks with joyous heart 
That in this dear Southland we have our part. 



18 Bulletin of the University of Texas 

DIXIE. 

(To be sung by all the school.) 

Away clown South in the land of Cotton, 
Old times there are not forgotten. 

Look away, look away, look away, Dixie Land! 
Wherever o'er the earth I wander. 
My heart still turns to the dear land yonder, 

Look away, look away, look away, Dixie Land! 

Chorus — Then I wish I was in Dixie, 

Away, away ! 
In Dixie Land I'll take my stand, 
And live and die in Dixie ! 

Away, away ! 
Away down South in Dixie ! 

0, Dixie Land, of thee I'm dreaming, 
Love-lit eyes in mine are beaming, 

Look away, look away, look away, Dixie Land! 
I see the corn and cotton growing. 
The breeze magnolia balm is blowing, 

Look away, look away, look away, Dixie Land! 

Chorus — And I'm going back to Dixie, etc. 

O, Dixie Land, for thee I'm sighing. 
Loving thee with love undying. 

Look away, look away, look -away, Dixie Land! 
Thy hills and plains and shining waters, 
Thy noble sons and lovely daughters, 

Look away, look away, look away, Dixie Land! 

Chorus — So I'm going back to Dixie, etc. 



Programs for SchoolJiouse Meetings 19 

SIGNS OF THANKSGIVING. 

Air a-gettin' cool an' coolali, 

Frost a-eomin' in de night, 
Hicka-nuts an' wa'nnts fallin', 

Possnm keepin' out ob sight. 
Tn'key struttin' in de ba'nya'd — 

Nary step so proud ez his; 
Keep on struttin', Mistah Tu'key, 

Yo' do' know what time it is. 

Cidah press commence a-squeakin', 

Eatin' apples sto'ed away; 
Chillen swa'min' roun' lak hornets 

Huntin' aigs emong de hay. 
Mistah Tu'key keep on gobblin' 

At de geese a-fiyin' souf, 
Umph! dat bird do' know what's comin', 

Ef he did he'd shet his mouf. 

Pumpkin gittin' good and yallah — 

Make me open up my eyes; 
Seems lak it's a-lookin' at me, 

Jes' layin' dere a-saying, "Pies." 
Tu'key gobbler gwine roun' blowing', 

Gwine roun' gibbing his sass an' slack; 
Keep on talkin', Mistah Tu'key; 

Yo' aint seed no almanac. 

Fa'mer walkin' throo de ba'nya'd 

Seein' how things is comin' on, 
Sees ef all de fowls is fatt'nin'— 

Good times comin' sho's yo' bo'n. 
Heahs dat Tu'key gobbler braggin,' 

Den his face break in a smile: 
Nebber min', yo' sassy rascal, 

He's gwin to nab yo' atter while. 



20 Bulletin of the University of Texas 

Choppin' snet in de kitchen, 

Stonin' raisins in de hall, 
Beef a-cookin' fo' de minee-meat, 

Spices grown — I smell 'em all. 
Look heah, Tu'key, stop dat gobblin', 

Yo' ain't learned de sense ob feah; 
Yo' ol' fool, your neck's in dangah! 

Don 't yo ' know Thanksgibbin 's heah ? 

THE FIRST THANKSGIVING DAY. 

Children, do you know the story 
Of the first Thanksgiving Day, 

Founded by our Pilgrim Fathers 
In that time so far away? 

They had given for religion 

Wealth and comfort — yes, and more — 

Left their homes and friends and kindred 
For a bleak and barren shore. 

On New England's rugged headlands, 
Now where peaceful Plymouth lies, 

There they built their rough log cabins, 
'Neath the cold, forbidding skies. 

And too often e'en the bravest 
Felt his blood run cold with dread 

Lest the wild and savage red man 
Burn the roof above his head. 

Want and sickness, death and sorrow, 
Met their eyes on every hand ; 

And before the spring had reached them 
They had buried half their band. 

But their noble, brave endurance 
Was not exercised in vain ; 

Summer brought them brighter prospects, 
Ripening seed and waving grain. 



Programs for Schoolhouse Meetings 2|. 

And the patient, loving mothers, 

As the harvest time drew near, 
Looked with happy, thankful faces 

At the full corn on the ear. 

So the governor, William Bradford, 

In the gladness of his heart. 
To praise God for all his mercies, 

Set a special day apart. 

That was in the autumn, children, 

Sixteen hundred twenty-one ; 
Scarce a year from when they landed 

And the colony begun. 

And now, when in late November 
Our Thanksgiving feast is spread, 

'Tis the same time-honored custom 
Of those Pilgrims long since dead. 

We shall never know the terrors 
That they braved years, years ago ; 

But for all their struggles gave us 
We our gratitude can show. 

And the children of our country, 

If they feast or praise or pray, 
Should bless God for those brave Pilgrims 

And their first Thanksgiving Day. 

— ^Youth's Companion. 

WHEN THE FKOST IS ON THE PUNKIN. 

When the frost is on the punkin and the fodder's in the shock, 
And you hear the kyouck and gobble of the struttin' turkey- 
cock, 
And the clackin ' of the guineas and the cluckin ' of the hens. 
And the rooster's hallylooyer as he tiptoes on the fence; 
0, it's then's the time a feller is a feelin' at his best. 
With the risin' sun to greet him from a night of peaceful rest. 
As he leaves the house bareheaded and goes out to feed the 

stock — 
When the frost is on the punkin and the fodder's in the shock. 



22 Bulletm of the University of Texas 

They's something kind o' hearty like about the atmusfere 
When the heat of summer's over and the coolin' fall is here. 
Of course, we miss the flowers and the blossoms on the trees, 
And the mumble of the hummin '-birds and buzzin' of the bees; 
But the air's so appetizin', and the landscape through the haze 
Of a crisp and sunny morning of the airly autumn days 
Is a pictur' that no painter has the colorin' to mock — 
When the frost is on the punkin and the fodder's in the shock. 

The husky, rusty rustle of the tossels of the corn, 
And the rappin' of the tangled leaves as golden as the morn; 
The stubble in the furries — kind o' lonesome like, but still 
A-preachin' sermons to us of the barns they growed to fill; 
The strawstack in the medder, and the reaper in the shed ; 
The bosses in their stalls below — the clover overhead ! 
0, it sets my heart a-clickin' like the tickin' of a clock — 
When the frost is on the punkin and the fodder's in the shock, 

—Riley. 



PROGRAM IV. 
SPELLING BEE. 

The spelling matches conducted by the Interscholastic League 
have done much toward reviving in Texas an interest in tlie 
old-time spelling bees. The stand-up-and-spell-down method is 
used, and whether or not this is pedagogically the best way to 
learn to spell, the element of contest results in an increased 
certainty on the part of the pupils as to the spelling of the more 
common words. Six bulletins containing a list of such words, 
divided into the Junior and Senior classes, will be sent free to 
each school belonging to the Interscholastic League. These 
lists can be given out to the pupils in advance and used as 
regular spelling lessons. 

The spelling bee designated for this program should deter- 
mine the two pupils Avho will represent the school in the county 
contest. It is an excellent plan to interest the parents in this 
spelling match by asking them to stand and spell with the 
pupils. The detailed rules for contests in spelling are given 
in the Constitution and Rules of the Interscholastic League, 
hence they are not repeated here. 

By all means, do not fail to have a spelling bee as the occa- 
sion for at least one schoolhouse meeting during the year. In 
a number of counties, neighboring schools arrange for contests 
among themselves. This is an excellent plan and should be 
carried out also in the case of debates, whenever local con- 
ditions are favorable. 



PROGRAM V. 

CHRISTMAS. 

The Christmas season with its spirit of giving affords oppor- 
tunity for one of the most valuable special-day programs of the 
year. The afternoon or evening of the last school day before the 
Christmas holiday is usually the best time for the exercises. 

PROGRAM. 

(See material on subsequent pages.) 

1. Christmas hymns, sung by school: "Joy to the World," 
"Hark! The Herald Angels Sing," or "It Came Upon a Mid- 
night Clear." 

2. "The First Christmas Eve," recitation by a pupil. 

3. "0 Joy Bells," or "Holy Night," sung by the school. 

4. Eugene Field's "Christmas Song," recitation by the third 
grade pupils, 

5. "A Deceriiber Spelling Lesson," by the primary grade. 

6. "The Christmas Welcome," sung- by the school to the 
tune of "Tramp, Tramp, Tramp." 

7. "Long Ago on Christmas Day," recitation by a little girl. 

8. "The Boundary of Christmas," recitation by a little boy. 

9. Distribution of presents from the tree. 

10. Song, "Merry Christmas to You All," by the school. 

Good night. 

THE FIRST CHRISTMAS EVE. 

It was midnight on the hilltop, and the fire was dim and low, 
While the , weary shepherds slumbered round the embers' dying 

glow, 
When a light shown round about them, brighter far than light 

of day, 
And they saw an angel standing in its pure and living ray. 
He was dressed in white apparel and his face was gravely 

sweet. 
And he spake unto them gently as they bowed them at his feet. 



Programs for SdioolJiouse Meetings 25 

"Fear ye not," for they were troubled; "news of peace and 

joy I bring; 
For tonight in David's City, Christ is born, your Lord and 

King." 
As he spoke, adown the heavens, borne as on the ocean's swell, 
Angel forms came floating nearer, angel voices rose and fell; 
"Unto God the highest glory. Peace on earth. To men good 

will." 
Pealed the anthem, that triumphant echoes down the ages still. 

As the angel vision vanished and the song grew faint and far. 
Clear and radiant in the heavens steadfast shone the guiding 

star; 
Then they traveled on and onward till they reached a lonely shed 
Where the King of all the nations in a manger laid his head. 
And the night was hushed and holy, while the star shone over 

them, 
And the angel song rang softly, "Christ is Born in Bethlehem!" 

Nineteen hundred years have fleeted since the shepherds heard 

that song, 
Since Judea's hills were brightened by the presence of that 

throng ; 
But adown the distant ages, when the Christmas time draws near, 
And our hearts and homes are brightened with the Christmas 

warmth and cheer — 
When our hearts with love grow warmer as the light glows 

in a gem — • 
Softly steals the angel's message, "Christ is born in Bethlehem !" 

— Selected. 

JOY-BELLS. 

Oh, joy-bells, oh, joy-bells. 
Today peal forth in silv'ry 'tones, 

Oh, joy-bells, today your gladdest chimes peal forth, 
'Tis Christmas day, 'tis the Christmas song, 
Let the tones be gay, let the tones be strong. 
Ye joyful bells, ye joyful bells, your chimes peal forth. 
In silv'ry tones, ye joyful bells, your chimes peal forth. 



26 Bulletin of the University of Texas 

Oh, joy-bells, oh, joy-bells. 

Again peal forth in silv'ry tones, 
Oh, joy-bells, again your gladdest chimes peal forth, 
'Tis the Christmas day, 'tis the Christmas song, 
Let the tones be gay, let the tones be strong. 
Ye joyful bells, ye joyful bells, your chimes peal forth, 
In silv'ry tones, ye joyful bells, your chimes peal forth. 

SILENT NIGHT, HOLY NIGHT. 

Silent night, holy night, 

All is calm, all is bright 

Round yon Virgin Mother and Child. 

Holy Infant so tender and mild. 

Sleep in heavenly peace, 

Sleep in heavenly peace. 

Silent night, holy night, 
Shepherds quake at the sight. 
Glories stream from heaven afar, 
Heavenly hosts sing Alleluia ; 
Christ, the Savior, is born ! 
Christ, the Savior, is born ! 

Silent night, holy night, 
Son of God, love's pure light 
Radiant beams from Thy holy face, 
With the dawn of redeeming grace, 
Jesus, Lord at Thy birth, 
Jesus, Lord at Thy birth. 

A DECEMBER SPELLING LESSON 

(Concert recitation by pupils of first grade.) 
The nicest word there is to spell 
Is just the one we mean to tell ; 
The nicest day of all the year 



Programs for Schoolhousc Meetings 27 

Is this one we will show you here. 
(Each in turn holding up letter.) 
C 
H 
R 
I 
S 
T 
]\I 
A 
S 
All together: 

CHRISTMAS ! 
— Bertha E. Bush, in Nebraska Special Day Program. 

THE CHRISTMAS WELCOME. 

(Sung to the tune of "Tramp, Tramp, Tramp.") 
When the summer time is passed and the harvest housed at last. 

And the woods are standing bare and brown and sere. 
When the frost is sharp at night, and the days are short and 
bright. 
Comes the gladdest, merriest time of all the year. 

Chorus : Shout, boys, shout the hearty welcome ! 
Greet old Christmas with a roar. 
He has met us with good cheer for this many a merry 
year, 
And we hope he'll meet us all for many more. 

Then away with every cloud that our pleasure might enshroud, 
And away with every word and look unkind ; 

Let old quarrels all be healed and old friendships closer sealed, 
And our lives with sweeter, purer ties entwined. 

Since we know the blessed power of this happy Christmas hour, 

We will keep its holy spell upon our heart, 
That each evil thing within that would tempt us into sin 

May forever from our peaceful souls depart. 

From Song Knapsack. 



28 Bulletin of the University of Texas 

LONG AGO ON CHRISTMAS DAY. 

Once a little Baby lay 
Cradled in the fragrant hay — 

Long ago on Christmas 
In the manger it was found, 
And the white sheep stood around — 

Long ago on Christmas. 

Led on by the shining star, 
Shepherds sought him from afar — 

Long ago on Christmas 
And the wise men came, they say, 
All their loving gifts to pay — 

Long ago on Christmas 

And today the whole glad earth 
Praises God for that Child's birth — 

Long ago on Christmas 
For the Life, the Truth, the Way 
Came to bless the earth that day — 

Long ago on Christmas 

— Michigan Special Days. 

THE BOUNDARY OF CHRISTMAS. 
(For a little boy.) 

Christmas is bounded on the north by Happiness, Good 
Wishes, Oyster Lake, and the Isthmus of Cranberry Sauce ; on 
the east by the peninsula of Turkey and Ocean of Goodies ; 
on the south by Mince Pies, Jellies, and Cakes ; on the west by 
Pleasant Words, from which it is separated by the mountains 
of Cheerfulness. The capitals of Christmas are Peace and Good 
Will, on the Christmas Tree River. 

Dear teachers, friends and schoolmates, we are now on the 
border of this happy country, and before entering we wish you 
all a "Merry Christmas and a Happy New Year." 

— Michigan Special Days. 



PROGRAM VI. 

DEBATING AND DECLAMATION CONTESTS. 

About January 15 there should be held the local contests in 
debating and declamation to determine the representatives of 
the school at the county meeting of the University Interscho- 
lastic League. A detailed program is not given here, since the 
Interscholastic League bulletins will furnish all needed infor- 
mation and material. Usually a debate should be preceded by 
songs and declamations. Be sure to have just as many divisions 
in declamation represented as possible; the League rules pro- 
vide for two contests for girls and two for boys. No school is 
so small but that entries should be made in the county meeting 
in Junior declamation at least, not to mention spelling. 

Ordinarily the debate should be upon the question for the 
Interscholastic League contests. Each school joining the League 
is entitled to two copies of a bulletin containing references and 
affirmative and negative arguments on the question for debate 
each year. Sometimes it is an excellent plan to have the 
parents, or others in the community outside of a school, debate 
against the pupils. Below are some further questions for 
debate on which the Elxtension Librarian will furnish you 
material upon application : 

Resolved, That women in Texas should be granted the suf- 
frage on equal terms with men, 

Eesolved, That all immigrants to the United States who are 
16 years old should be able to read in some language, depend- 
ents upon duly qualified immigrants being excepted. 

Eesolved, That the single tax system should be adopted in 
Texas. 

Eesolved, That the county superintendents in Texas should 
be appointed by the county school board. 

Eesolved, That this town should have a monthly clean-up day. 

Eesolved, That capital punishment should be abolished in 
Texas. 

Eesolved, That agriculture should be regularly taught in all 
public schools in Texas. 



30 Bulletin of the University of Texas 

Resolved, That the United States should establish a protec- 
torate over Mexico. 

Resolved, That each family in this community should have 
its own milch cow. 

Resolved, That a constitutional tax of one mill, equitably 
apportioned, should be levied for the support of the State insti- 
tutions of higher education in Texas, and that supplementary 
appropriations by the Legislature should be prohibited. 

Resolved, That a general policy of increased military pre- 
paredness should be adopted by the United States government. 



PROGRAM VII. 
ARBOR DAY PROGRAM. 

(Friday afternoon about Feln-nary 15. See Material below.) 

1. Song — An Anthem for Arbor Day. 

2. Reading— History of Arbor Day. 

3. Recitation — Arbor Day. 

4. Song — Arbor Day March. 

5. Recitation — The Uses of Trees. 

6. Recitation- — The Heart of the Tree. 

7. Arbor Day Song. 

8. Recitation — The Tree. 

9. Recitation— Why They Plant Trees. 

10. Song — Hymn for Tree Planting. 

11. Address — "The Pecan Tree" — followed by actual plant- 
ing of trees on the school ground. 

12. Song— The Class Tree. 

AN ANTHEM FOR ARBOR DAY. 

(Tune: "America.") 

Joy for the sturdy trees! 
Fanned by each fragrant breeze, 

Lovely they stand ! 
The songbirds o'er them trill, 
They shade each tinkling rill, 
They crowd each swelling hill. 

Lowly or grand. 

Plant them by stream and way, 
Plant w^iere the children play 

And toilers rest. 
In every verdant vale, 
On every sunny swale. 
Whether to grow or fail — 

God knoweth best. 



32 Bulletin of the University of Texas 

Select the strong, the fair, 
Plant them with earnest care — • 

No toil is vain. 
Plant in a fitter place, 
Where, like a lovely face, 
Let in some sweeter grace, 

Change may prove gain. 

God will his blessing send — 
All things on him depend. 

His loving care 
Clings to each leaf and flower 
Like ivy to its tower; 
His presence and His power 

Are everywhere. 

— S. F. Smith. 

HISTOEY OF ARBOR DAY. 

An old Swiss chronicle relates that away back in the fifth 
century the people of a little Swiss village by the name of Brug 
determined to secure a forest of oak trees on the common. More 
than a dozen sacks of acorns wei'e sown, and after the work 
was done each participant received a wheaten roll as a reward 
for his labor. For some reason unexplained the acorns refused 
to sprout and the next year another effort was made, but again 
the acorns refused to grow. The people, however, were determ- 
ined to have an oak grove, so a day was appointed and the entire 
community, men, women and children, marched to the woods, 
where each very carefully dug up a sapling and transported it to 
the common, where a competent gardener superintended its 
transplanting. At the close of the tree planting each boy and 
girl was presented with a roll and in the evening the grown 
people had a merry feast and frolic at the town hall. The sap- 
lings were well watered and cared for by details of citizens 
under direction of the gardener, the work being voluntarily 
done, but every one was expected to do his share. In the course 
of years a fine grove was the result, which furnished a place of 
shade, rest and recreation for the citizens and their descendants. 



Programs for Schoolhouse Meetings 33 

For years the anniversary of this tree planting was observed by 
the people of this town with appropriate exercises, among them 
being a parade of the children carrying oak leaves and branches, 
at the close of which rolls or other eatables were distributed in 
commemoration of the event. It is said a similar festival still 
exists in this and other Swiss villages. This seems to be the first 
recorded effort at organized tree planting and this custom insti- 
tuted so long ago finds a happy revival in our modern Arbor 
Day exercises. 

The rapid destruction of the forests in our country called 
attention of students of forestry to the dang*ers which con- 
fronted us and brought forth numerous publications on the 
topic of forest preservation. In 1864 a work on "Man and 
Nature," by George P. Marsh, aroused considerable public in- 
terest in tree planting, as did also later books by Dr. Franklin 
Hough and others. 

The Hon. B. G. Northrup, secretary of the Connecticut board 
of education, in his official report for 1865, made the suggestion 
respecting the annual planting of trees by children, but so far 
as recorded the suggestion was not acted upon. Notwithstand- 
ing this fact, and also that Mr. Northrup does not claim the 
honor of originating the idea, yet m,uch credit should be accorded 
to him, as chairman of the American Forestry Association, for 
his persistent effort to encourage tree planting by children and 
to interest governors and legislatures in the plan. His last words 
to several governors were, "This thing is sure to go. The only 
question is, shall it be under your administration or that of your 
successor. ' ' 

It devolved, however, upon "Treeless Nebraska" to institute 
systematic tree planting on a given day through the organized ef- 
fort of schools and citizens. The Hon. J. Sterling Morton is gener- 
ally credited with originating the idea. In 1872, acting upon his 
suggestion, the governor of the state issued a proclamation 
designating Arbor Day and asking that the schools and citizens 
generally observe the day by appropriate exercises and tree 
planting. The setting April sun saw over a million trees planted 
in Nebraska soil as a result of the first Arbor Day celebration. 
In 1885 Arbor Day, April 22, ]\rorton's birthday, was made a 



34 Bulletin of the University of Texas 

legal holiday in Nebraska. Careful statisticians claim that 
more than one thousand million trees are now in a thriving con- 
dition in this once "treeless state," through the united efforts 
of the school children and their parents on Arbor Day. 

The originator of the idea lived long enough to see Arbor 
Day adopted in more than forty states and territories, to record 
millions and millions of trees added to the growing prosperity 
of the states, to note thousands of schoolhouses change cheerless 
surroundings for those of comfort tind beauty, and to feel that 
in stimulating the planting of trees he had been an active factor 
in fostering lo^e for the school, the home and our country. 
— South Dakota Arbor and Bird Day Manual, 1914. 

ARBOR DAY. 

Will C. Myers, Gilman, Colo. 

'Tis said that be has done some good 

On life 's eternal shore. 
Who makes two blades of grass to grow 

Where one had grown before. 
Much better, then, is he who plants 

Within the arid zone, 
And makes a giant tree to grow 

Where none before had grown. 

Behold them in Nebraska 

Upon the prairie plains. 
Great groves of trees — man's planting, 

Their presence there explains — 
A shelter from the north wind 

When boreas thundered forth, 
A shield against the hot blasts 

That swept up from the south. 

They planted them for shelter 

For crops and lowing herds; 
They planted them for beauty. 

And homes for singing birds 



Programs for Schoolhouse Meetings 35 

The good J. Sterling Morton, 

Remembered be for aye ! 
His noble mind and kindly heart 

Bequeathed us Arbor Day. 

Great oaks upon the mountains 

Destined to sail the seas, 
We take from Nature's storehouse 

And use them as we please; 
They fight for u.s our battles 

And breast the ocean's foam, 
And planted in our dooryard 

They beautify our home. 

And straightway feathered songsters, 

With throats that burst with glee, 
Make their abode and warble there 

An anthem for the free. 
We feel a touch celestial 

Reanimating clay 
spare the birds ! plant a tree 

On every Arbor Day ! 

ARBOR DAY MARCH. 

Ellen Beauchamp. 
(Air — "Marching Through Georgia.") 

Celebrate the Arbor Day 

With march and song and cheer. 
For the season comes to us, 

But once in every year; 
Should we not remember it 

And make the mem'ry dear. 
Memories sweet for Arbor Day. 

Chorus : 

Hurrah ! Hurrah ! the Arbor Day is here ; 
Hurrah ! Hurrah ! It gladdens every year. 
So we plant a young tree on blithesome Arbor Day, 
While we are singing for gladness. 



36 BuUctin of the rnivevsity of Texas 

Flowers are blooming all around, 

Are blooming on this day; 
And the trees with verdure clad, 

Welcome the month of May, 
Making earth a garden fair 

To hail the Arbor Day, 
Clothing all nature with gladness. 

THE USES OF TREES. 

What do you see in the lofty trees? 

We see the ship that will cross the seas; 
We see the masts to carry the sails ; 

We see the plank to weather the gales. 

What do we plant when we plant the tree ? 

We plant the houses for you and me ; 
We plant the rafters, shingles, the floor ; 

We plant the shade before the door. 

A thousand things that we daily see 
Are brought to us from the waving tree ; 

A thousand, things on land and sea 

Are planted by us when we plant the tree. 

— Selected. 

THE HEART OF THE TREE. 

What does he plant who plants a tree ? 

He plants the friend of sun and sky ; 
He plants the flag to breezes free ; 

The shaft of beauty towering high; 

He plants a home to heaven anigh. 
For song and mother-croon of bird 

In hushed and happy twilight heard — 
The treble of heaven's harmony — 
These things he plants who plants a tree. 



Programs for Schoolhoitse Meetings 37 

What does he plant who plants a tree ? 

He plants cool shade and tender rain, 
And seed and bud of days to be, 

And years that fade and flush again ; 
He plants the glory of the plain ; 
He plants the forest 's heritage ; 
The harvest of a coming age; 
The joy that unborn eyes shall see — 
These things he plants who plants a tree. 

"What does he plant who plants a tree ? 

He plants, in sap and leaf and wood. 
In love of home and loyalty 

And far-east thought of civic good — 
His blessings on the neighborhood, 
Who in the hollow of His hand 
Holds all the growth of all our land — 
A nation's growth from sea to sea 
Stirs in his heart who plants a tree. 

— Henry Guylar Bunner. 
From "The Poems of H. C. Bunner." copyright, 1884, 1892, 
by Charles Scribner's Sons. 

ARBOR DAY SONG. 

Decorations — Secure Stencils of the Charter Oak, Washington 
Elm, and California giants. Draw in colors upon the board 
a border or branch of oak and acorns, or pine and cones. 
Upon rustic fruit stands place ferns or palms. Hanging 
baskets or vines at the windows add to the beauty of the 
room. 

(Air— "My Bonnie.") 

The breezes of spring wave the tree tops. 
The flowers so sweet bloom again, 

0, joyfully birds sing of springtime, 
While flying o'er mountain and glen. 



38 Bulletin of the Uxivcysify of Texas 

Chorus : 

Sing here, sing there, 
Sing of the springtime today, today, 

Sing here, sing there, 
Sing of the springtime today. 

0, glorious eonntry of freedom ! 

Our lives we AA'ill make pure and sweet ; 
Thou givest to us this bright springtime 

With hearts full of love we now greet. 

Chorus : 

Then shout for the oak in the Northland, 
And answer, South, with the palm. 

And we who inherit this Union 

Sing gaily our Nation's great psalm. 

Chorus. 

— Selected. 
THE TREE. 

What do we plant when we plant the tree ? 

We plant the ship that Mdll cross the sea. 
We plant the mast to carry the sails, 

We plant the plants to withstand the gales. 
The keel, the keelson, the beam, the knee 

We plant the ship when we plant the tree 

What do ,we plant when we plant the tree? 

We plant the house for you and me. 
We plant the rafter, the shingles, the floors, 

We plant the studding, the lath, the doors, 
The beams and siding, all parts that be. 

We plant the house when we plant the tree. 

What do we plant Avhen we plant the tree? 
A thousand things that we dailv see. 



Programs for Slchoolhouse Meetings 39 

We plant the spire that out-towers the crag. 

We plant the statf for our country's flag. 
We plant the shade from the hot sun free. 

We plant all these things when we plant the tree. 

Henry Abbey. 

WHY THEY PLANT TREES. 

"Did you hear the good news?" said the robin 

To his mate in the tree. 
Did you hear what the children are doing 

For you and for me? 
Each dear little child with wide, innocent eyes 
Is planning to give us a startling surprise, 
By planting a tree that shall reach toward the skies, 

And our homes in its branches shall be.'' 
"I'm sure," said his mate, " 'tis a kind thing to do; 
Do you reall}' think such good news can be true?" 

"They are all planting trees in the meadows," 

A little girl said: 
"They will grow till their beautiful branches 

Spread far overhead." 
' ' Do you know wdiy they plant them ? It seems a Strang thing, 
But w^henever the robins are telling of spring, 
We little girls each want a branch for a swing — 
Back and forth as we swing under April skies blue, 
We know they plant trees just for swinging, don't you?" 

But a dear little boy looked on with disdain. 

And he said, "I'll groAV up and plant trees it is plain — - 

I'll plant apples and peaches and cherries and plums. 

So I'll always have plenty to give to my chums; 

But not for the world and all of its riches 

Will you get me to plant any tree that grows switches." 

Prances Frey. 



40 Bulletin of the University of Texas 

HYMN FOR TREE PLANTING. 

Tune, ' ' America. ' ' 

God save this tree we plant ! 
And to all nature grant 

Sunshine and rain. 
Let not its branches fade, 
Save it from axe and spade, 
Save it for joyful shade — 

Guarding the plain. 

When it is ripe to fall. 
Neighbored by trees as tall, 

Shape it for good. 
Shape it to bench and stool, 
Shape it to square and rule. 
Shape it for home and school — 

God bless the wood! 

Lord of the earth and sea, 
Prosper our planted tree, 
Save with Thy might. 
'* Save us from indolence, 

Waste and improvidence, 
And in Thy excellence. 
Lead us aright. 

— Henry Hanby Hay. 

THE CLASS TREE. 

(Tune, "America") 

Grow thou and flourish well 
Ever the story tell 

Of this glad day; 
Long may thy branches raise 
To heaven our grateful praise 
Waft them on sunlight rays 

To God awav. 



Programs for Schoolhouse Meetings 41 

Deep in the earth today, 
Safely thy roots we lay, 

Tree of our love; 
Grow thou and flourish long; 
Ever our grateful song 
Shall its glad notes prolong 

To God above. 

"Let music swell the breeze, 
And ring from all the trees," 

On this glad day; 
Bless Thou each student band 
O'er all our happy land; 
Teach them Thy love's command 

Great God, we pray. 
— Emma S. Thomas, Schoharie, N. Y., in Teachers' Magazine. 



PROGRAM VIII. 

.OUTDOOR GAMES AND TRACK MEET. 

The afternoon of Texa.s Independence Day (March 2) should 
be utilized for an athletic meet. This should be held on the 
school grounds, if sufficiently commodious ; otherwise on an ath- 
letic field where a track can be provided. If possible some prop- 
erly qualified person should be engaged to deliver a talk on the 
general subject of personal hygiene, sanitation, and physical edu- 
cation. Outdoor games, track and field events should then be 
held to be participated in by all the pupils. The two bulletins, 
"Play and Athletics," 1915 Series No. 32, and "Athletic Rules 
of the University Interscholastic League," 1915 Series No. 33, 
giving all needed information for these events, will be sent to 
you upon application. The occasion should be used as a tryout 
contest for the county track and field meet of the Interscholastic 
League. BeloAv are the prescribed League track and field events 
for girls and boys. Each of these have tw« divisions, one for 
Juniors (those under 15 years of age), and for Seniors (those 
15 years of age and upward). Of course not all these events 
need be held, and games or other contests may be included 
on the program to meet local conditions. In this connection, the 
"Farm Work Contests," will be suggestive, especially for rural 
schools. 

TRACK AND FIELD EVENTS FOR GIRLS. 

"J" and "S, " in parenthesis following each event denote 
"Junior" and "Senior," respectively. 



TRACK. 



1. Potato race (J). 

2. Potato race (S). 

3. 30-yard dash (J). 

4. 30-yard dash (S). 

5. 140-yard relay (J). 
6: 140-yard relay (S). 



Programs for Schoolhouse Meetings 43 

FIELD. 

1. Basket ball throw for distance (S). 

2. Standing broad jnnip (J). 

3. Baseball thro\v for accuracy (S). 

4. Basket ball throw for distance (J). 

5. Baseball throw for accuracy (J). 

JUNIOR TRACK MEET FOR BOYS. 

TRACK. 

1. Potato race. 

2. 50-yard dash. 

3. 220-yard dash. 

4. 100-yard dash. 

5. 440-3"ard relay. 

JUMPS AKD VAULTS. 

1. Running high jump. 

2. Running broad jump. 

3. Pole vault. 

• 4. Running hop-step-jump. 

WEIGHTS. 

1. Putting 8-pound shot. 

2. Baseball throw for distance. 

3. Chinning the bar. 

For Senior boys the program would be that for "Class B High 
School Division" as given in Bulletin No. 33 referred to above. 
For suggestions as to outdoor games see bulletin, "Play and 
Athletics. ' ' 



PROGRAM IX. 

RURAL LIFE DAY. 
(For Friday afternoon, about April 1. See material below.) 

1. Song — America. 

2. Invocation— We Thank Thee. (By a child.) 

3. Recitation — The Boy's Protest. 

4. Address — The Value of Good Roads. 

5. Song— The Old Oaken Bucket. 

6. Reading' — The Country Boy's Creed. 

7. Recitation — The Little Boy's Conundrum. 

8. Recitation — When I Am a Man. 

9. Reading — The Ten Commandments of Agriculture. 

10. Reading — The Farmer's Creed. 

11. Song — My Heart's Out in the Country. 

WE THANK THEE. 

For flowers that bloom about our feet; 

For tender grass, so fresh, so sweet; ^=5 

For song of bird, and hum of bee; 

For all things fair we hear or see, 

Father in Heaven, we thank Thee ! 

For blue of streams and blue of sky ; 
For pleasant shade of branches high; 
For fragrant air and cooling breeze; 
For beauty of the blooming trees; 
Father in Heaven, we thank Thee! 

THE BOY'S PROTEST. 

When a fellow knows everj' bird's nest 

In the fields for miles around, 
Where the squirrels play in the sunshine. 

Where the prettiest flowers are found; 
When he knows a pair of robins 

That will fly to his hands for crumbs, 
He hates to be penned in a schoolroom, 

And he's glad when Saturdav comes. 



Programs for Sclioolhouse Meetings 45 

There's a bee-tree on the hillside, 

But I'll not tell anyone where; 
There's a school of trout in the mill-stream, 

And I want to go fishing there. 
I know where an oriole's building, 

And a log where a partridge drums. 
And I'm going to the woods to see them 

As soon as Saturday comes. 

They shouldn't keep school in the springtime, 

When the world is so fresh and bright. 
When you want to be fishing and climbing, 

And playing from morn till night. 
It's a shame to be kept in the schoolroom, 

Writing and working out sums; 
All week it's like being in prison 

And I'm glad when Saturday comes. 

— New York Independent. 

THE COUNTRY BOY'S CREED. 

I believe that the country which God made is more beautiful 
than the city which man made; that life out of doors and in 
touch with the earth is the natural life of man. I believe that 
work is work wherever we find it, but that work with nature is 
more inspiring than work with the most intricate machinery. I 
believe that the dignity of labor depends not on what you do, 
but on how you do it; that opportunity comes to a boy on the 
farm as often as to a boy in the city ; that life is larger and freer 
and happier on the farm than in the town ; that my success 
depends not upon my location, but upon myself — not upon my 
dreams, but upon what I actually do ; not upon luck, but upon 
pluck. I believe in working when you work — and in playing 
when you play, and in giving and demanding a square deal in 
every act of life. 

Edwin Osgood Grover. 



46 Bulletm of the University of Texas 

A LITTLE BOY'S CONUNDRUM. 
Helen M. Richardson. 

I know a cunning little bird 

That takes a bath each day; 
He doesn't bathe a bit like me, — 

In quite another way. 
He just sits down right in the dirt 

And rubs his feathers, then 
He flies up to a tree o'erhead 

And starts to sing again, 

I saw a squirrel, too, one day, 

Out in the garden make 
A deep hole with his nose and claws 

As if he'd got a rake. 
He rolled himself from side to side, 

Rubbed hard his nose and ears ; 
"Why, Chipp's at his bath!" ma said, 

"Or so it thus appears." 

Now when I play out in the dirt, 

It's: "Mercy! what a sight 
Your face and hands are ! Run right in 

And wash them! you're a fright!' 
So what I want to know is this : 

If dirt gets squirrels clean, 
Why must I wash to get it off 

Of me, before I'm seen? 

WHEN I AM A MAN. 

I'm going to be a farmer 

And guide the shining plow, 

I'm going to have a garden, 
Some chickens and a cow. 

I'll have a lot of horses, 

Some pigs and honey bees, 



Programs for Schoollioits-e Meetings 47 

And yes, I'll have an orchard 

Of juicy apple trees. 
Then if you'll come to visit 

And stay perhaps a week, 
We'll both of us go fishing 

And swimming in the creek. 

A. T. Eisenman. 
KNAPP'S TEN COMMANDMENTS OF AGRICULTURE. 

1. Prepare a deep and thoroughly pulverized seed bed, well 
drained; break in the fall to a depth of 8, 10 or 1^ inches, ac- 
cording to the soil, with implements that will not bring too much 
of the subsoil to the surface. (The foregoing depths should be 
reached gradually, if the field is broken with an ordinary tin-n- 
ing plow. If a disk plow is used, it is safe to break to the above 
depths at once.) 

2. Use seed of the best variety, intelligently selected and 
carefully stored. 

3. In cultivated crops give the rows and the plants in the 
rows a space suited to the plant, the soil, and the climate. 

4. Use intensive tillage during the growing period of the 
crops, 

5. Secure a high content of humus in the soil by the use of 
legumes, barnyard manure, farm refuse, and commercial fer- 
tilizers. 

6. Carry out a systematic crop rotation with a winter cover 
crop on southern farms. 

7. Accomplish more work in a day by using more horse power 
and better implements. 

8. Increase the farm stock to the extent of utilizing all the 
waste products and idle lands of the farm. 

9. Produce all the food required for the men and animals 
on the farm. 

10. Keep an account of each farm product, in ordel* to 
know from which the gain or loss arises. 



45 BulUttM of the University of Texas 

THE FAEMEBS CBEED. 

I beUeve in a permanent agrienltare. a soil that shall grow 
richer rather than poorer from rear to rear. 

I believe in himdred-bnshel com and in fifty-bnshel wheat, 
and I shall not be satisfied with anything less. 

I believe that the only good weed is a dead weed, and that a 
el^n farm is as important as a clean conscience. 

I believe in the farm boy and the farm girL the farmer's best 
crops and the fntare's best hope. 

I believe in the farm woman, and will do aU in my power to 
make her life easier and happier. 

I believe in a conntry school that prepares for country life, 
and a country ehnreh that teaches its people to love deeply and 
live honorably. 

I believe in commnity spirit, a pride in home and neighbors, 
and I will do my jxart to ma^ my own commnnity the best in the 
State. 

I believe in the farmer. I believe in farm life. I believe in 
'he inspiration of the Cfpen eountry. 

I am prond to be a farmer, and I will try earnestly to be 
worthy of the name. 

— Fr ank I. Mann. 

:my heaet's out ix the COrXTRY. 

Time: ""My Wife's »lTi:>ne to the Conntry ""' 

I love the frost of antTunn. 

I love the winter's snow. 
The bracing air. the branches bare. 

The fireside's cheerful glow; 
Bnt when the bnds are bnrsting 

And warm sonth winds obtain. 
When I discern the bird's retnm, 

I sinor this glad refrain: 



Programs for SchooJhousc Meetings 49 

Chorus : 

My heart's out in the country. 

All day: All day! 
"^Mong birds and bees and spreading trees, 

"VThere life's a joyous lay: 
I love the stirring city. 

Hooray I Hooray 1 
But let me find some quiet field 

On a sunny summer day. 

I love the city's bustle, 

I love its people, too. 
I love the strife of city life. 

I think it's fine. Don't you? 
But when all Nature's smiling. 

In garments new and bright, 
Just take your town. Ill turn it down. 

To the fields I'll take my flight. 

— Homes Tup per. 



PROGRAM X. 

CELEBRATION OF SAN JACINTO DAY (APRIL 21) 

For San Jacinto Day a pageant or masque based upon Texas 
history is most suitable. The Extension Department is able 
through the generous cooperation of Miss Marjorie Wilson to 
offer an exceedingly attractive "Masque of San Jacinto." The 
purpose of this masque is not merely to afford entertainment 
to pupils and patrons, but in an eff'ective way to bring the pres- 
ent generation to a more vivid realization of the trials and hero- 
ism through which our liberties were won, and to inspire in our 
youth a desire to apply the virtues of their ancestors to the 
conditions and problems of our day. 

"The Masque of San Jacinto" can be carried out by any in- 
telligent country teacher and school without the direction of an 
expert. The costumes cost only a few cents, and no stage is re- 
quired at all. The performance is planned as a night entertain- 
ment out of doors, and can be given practically anywhere suc- 
cessfully. A bulletin giving the words of the masque and full 
directions for preparing costumes and carrying out the per- 
formance will be sent free upon request to any school belonging 
to the Interscholastie League. 



PROGRAM XI. 

SCHOOL CLOSING EXERCISES. 

We print below selections and modifications of the best pro- 
grams suggested in answer to a questionnaire sent out to a large 
number of superintendents in Texas asking for suggestions re- 
garding commencement programs. The material for these pro- 
grams is given in a separate bulletin, 1916 Series, No. 16, which 
will be sent upon application. 

The following program, which was given at a rural school, is 
modeled after the formal city program and has in it features 
more appropriate to a class day; 

1. Violin Solo. 

2. Salutatorian. 

3. Class Prophecy. 

4. Clas.s Will. 

5. Valedictorian. 

6. Presentation of Diplomas. 

7. Vocal Solo. 

8. Commencement Address. 

9. Quartet. 

The following is a more dignified program. In addition to 
it there could be on separate dates a class day program, a cele- 
bration by the primary and intermediate grades, and, possibly, 
on Sunday a sermon addressed to the graduating class. This is 
a great improvement on the plan of having each member of the 
class read his "essay." 

1. Chorus — Glee Club. 

2. Invocation. 

3. Piano Solo. 

4. Declamation. 

5. Essay. 

6. Piano Solo. 

7. Oration. 

8. Essay. 

9. Literary Address. 

10. Piano Solo. 

11. Presentation of Diplomas. 



52 Bulletin of the University of Texas 

The next program is considered a model by many city super- 
intendents. The exercises were held in the high school assembly 
hall ; no extravagant dress, no flowers, and no presents were per- 
mitted. The time devoted to the program was short — about 
forty-five minutes. There were no expenses for the Board of 
Education to defray. In connection with a program like this a 
class play is often given. 
1. Prayer. 

Chorus by High School. 

Address (20 minutes) by an Alumnus, 

Chorus by High School. 

Presentation of Diplomas. 

Chorus by H|igh School. 

Benediction. 

Here is another simple program suitable for the city high 
school : 

1. Song. 

2. Class Entrance. 

3. Invocation. 

4. A Song to Alma Mater. 

5. Salutatory. 

6. Address by Class Representative. 
Trio. 

Valedictory. 
Presentation of Diplomas. 

PROGRAM FOR THE LOWER GRADES. 

1. Song — "School Days," Primary Department. 

2. "A Printer's Pi," Primary Department. 

3. "A Picnic Party," Primary Department. 

4. "United States Entertains," Intermediate Department. 

5. Sunbonnet Drill,^ Seventh Grade Boys. 

6. Japanese Drill,^ Seventh Grade Girls. 

7. "Crowning the May Queen "^ (play). Intermediate Grades. 

8. Reading the "School Journal." 

9. School Song. 



^"Surprise Drill Book," T. S. Denison & Co., Publishers, 154 North. 
Randolph St., Chicago. 

^Morris Brothers, Publishers, Lebanon, Ohio. 

^"Folk Dances and Singing Games," by Elizabeth Buchinal, con- 
tains a May Pole Exercise and a collection of Polk Games. Price 
$1.50. G. Schirmer, East 43rd St., New York City. 



Programs for Schoolhouse Meetings 53 

A PROGRAM FOR "• HIGH-SCHOOL SUNDAY" 

1. Hymn : ' ' Come Thou Almighty King. ' ' 

2. Prayer. 

3. Solo: "Love Ye the Lord," Handel. 

4. Hymn .• ' ' Coronation. ' ' 

5. Reading from the Scriptures. 

6. Prayer. 

7. Sermon. 

8. Benediction. 



SUPPLEMENTAL PROGRAMS. 

Following are some suggested programs and material which 
can be nsed as local conditions demand. In country districts 
one or more of these programs, such as the Farm Work Contests, 
might well be substituted for one or more of the programs listed 
on the preceding pages. When any of these programs are tried, 
it is specially requested that the teacher send in a report regard- 
ing the same to the Extension Department. 

A VICTEOLA CONCERT. 

FOLK SONGS AND NATIONAL AIRS. 

This meeting may be held at the home of some person owning 
a Victrola or other talking machine. It is better if the person 
owning the machine will carry it to the schoolhouse, and the 
meeting is held there. If there are no talking machines in the 
community a local dealer may be willing to furnish one for such 
an occasion. Get the following records :* 

' ' Hol}^ Night, ' ' Schumann-Heink. 

"Marseillaise," Victor Military Band. 

"Sally in Our Alley," George Hamlin. 

"Songs of Scotland," John McCormack. 

"Songs of Ireland," John McCormack. 

"It's a Long, Long Way to Tipperary," John McCormack. 

"May Pole Dance," Victor Military Band. 

"Old Black Joe." 

' ' Dixie, ' ' Victor Military Band. 

"La Paloma, " Franchesca. 

"La Golondrina." 

"Stars and Strips Forever," Sousa's Band. 

"Auld Lang Syne," Evan Williams. 

"The Campbells Are Coming." 

"The Lorelei," Elsie Baker. 

' ' Highland Fling, ■ ' Victor Militarv Band. 



*This collection is taken from the Victor records, but a similar 
collection can be made from the records sold by other companies. 



Programs for SchoolJtouse Meetings 55 

Appoint a leader to read the following brief sketches of the 
several selections. The reading of these will not only give in- 
formation, hut will increase the enjoyment and appreciation of 
the music itself. 

SKETCH FOR THE NATIONAL AND FOLK MUSIC 
PROGRAM. 

The music selected for this evening's program is national and 
folk music. 

Every country has developed certain well known songs and 
hymns which are constantly sung and especially loved by the 
people of that nation. Folk or national songs have sprung up 
from the people, and have been handed down from generation 
to generation. They express the powerful emotions of the na- 
tion to which they belong, and appeal most strongly to the feel- 
ings of that particular people. To study the national and folk 
songs of each country gives a glimpse of the character and tem- 
perament of the different races, for they are a faithful expres- 
sion of their feelings. The reason is easily explained. The 
shepherd tending his flocks, the soldier on his march, the fisher- 
man mending his net, the laborer in the cornfield, have no en- 
thusiasm to sing unless their emotions incite them to do so. The 
musical effort comes from within and the music that is loved is 
the music that helps to express the feelings. 

Music has been sacred to many nations and has been believed 
to possess a mystic power. People have considered it of divine 
origin, and in their mythology- have had a Goddess of Music, 
who possessed a wonderful control over men. This power at- 
tributed to music is illustrated in the following Hindu tradition : 
"Mia Tonsine, a wonderful musician in the time of King 
Akber, sang one of the night-songs at mid-day. The power of 
the music was such that it instantly became night, and the dark- 
ness extended in a circle around the palace as far as the sound 
of the voice could be heard. ' ' There is also a Chinese tradition, 
according to which, the great Confucius having heard, upon a 
state occasion, some powerful music was so affected by it that he 
did not taste food for three months. 

This evenino- we have a few of the best known selections of 



56 Bulletin of the U7iiversity of Texas 

national and folk music. We will give those which have played 
the largest part in the life of the people, and represent, most 
completely, the national temperament of the country from which 
they have sprung. The first is one of the most beautiful na- 
tional songs in existence, ' ' Holy Night. ' ' This song tells of the 
birth of the Savior. The English translation is not as beautiful 
and harmonious in effect as the original German, but the follow- 
ing stanzas give us an idea of its meaning and strength: 

Silent night ! Holy night ! All is calm, all is bright ! 

Round yon virgin mother and child ! Holy infant, so tender and 

mild, 
Sleep in heavenly peace, Sleep in heavenly peace. 
Silent night ! Holy night ! Shepherds quake at the sight ! 
Glories stream from heaven afar, Heav'nly hosts sing 

Alleluia, 
Christ the Savior is born, Christ the Savior is born ! 

'■'Holy Night" belongs to the Prussians and had such a pow- 
erful influence over the army during the war of 1812, that the 
singing of it by the soldiers was prohibited. It is stated that 
men who sang it were thrown into profound melancholy because 
of the penetrating music. Have you not, at some time, felt this 
powerful effect of music when the band has played "Dixie," or 
some other American patriotic song? 

(Play on the Victrola, "Holy Night," as sung by Schumann- 
Heink.) 

Germany probably has a larger collection of national songs 
than any other nation. From the earliest time we find an in- 
terest in music in this country. The German music is earnest, 
melodious and lasting. Among the best known examples are, 
"The Watch on the Rhine," "Old Tannenbaum," and "The 
Lorelei." The latter melody is thoroughly German and con- 
tains the true elements of the folk songs. (Give "Old Tannen- 
baum," and "The Lorelei" on the Victrola. Allow the people 
to sing "The Watch on the Rhine," given in the "University of 
Texas Community Song Book.") 



Programs for ScJioolJiouse Meetings 57 

Everybody is acquainted with the French national hymn, the 
"Marseillaise." The music of this was written by a French 
soldier, and suggests the courage, enthusiasm and martial dig- 
nity of that people. It is said that a German officer on meeting 
the author of this song, exclaimed, "Barbarian! Monster! 
How many thousand of my brethren have you slain ! That one 
song has mowed down fifty thousand Germans." (Play the 
"Marseillaise" on the Victrola and ask the audience to note its 
commanding air.) 

As national music, that of Scotland has always been recognized 
as individual, and possessed of unusal charm of melody and 
rhythm. Like all folk songs, those of Scotland were more or 
less influenced by the musical instruments used by the people. 
Their national instrument is the bagpipe, and the effect of the 
Scottish music has always been closely connected with it as is 
indicated by the following story : 

At the battle of Quebec, in 1760, while the British troops were 
retreating in great disorder, the General complained to a field 
officer of the bad behavior of his corps. 

"Sir," said the officer with some warmth, "you did very wrong 
in forbidding the pipers to play this morning. Nothing en- 
courages the highlanders so much in the day of battle; even now 
the pipes would be of some use." 

"Let them blow like the wind, then," replied the general, "if 
it will bring back the men." 

The pipers were ordered to play a favorite national air, and 
the highlanders, the moment they heard the music, returned and 
won the battle. 

Among the Scottish music most universally known is "High- 
land Fling," "My Heart's in the Highland", "Auld Lang 
Syne," "Bonnie Dundee," "Campbells are Coming," and 
"Scots Wha' Hae. " (Play some one of these selections on the 
Victrola. It is suggested that the selection be, "Highland 
Fling," Victor Military Band; or "Scot's Wha' Hae" as sung 
by John McCormack. The medley by the Suteliffe Troupe in 
which the bagpipes -are used would be especially desirable here. 

The music of Ireland is similar in many ways to that of Scot- 
land. However, the Irish use the harp in place of the bagpipe. 



58 Bulletin of the University of Texas 

Their nuisie, more than that of any other people, illnstrates every 
occupation found in the country, and each has its own individual 
tune. Among the best known Irish songs are the "Minstrel 
Boy," one of the oldest airs of Ireland, "The Harp that Rang 
Through Tara's Hall," and "Wearing of the Green." Also 
the song which is at present being used with such stirring en- 
thusiasm by Irish and English soldiers, "It's a Long, Long Way 
to Tipperary" illustrates the Irish spirit, though it was not 
written in Ireland. (Play on the Victrola, "It's a Long, Long 
Way to Tipperary," as sung by John McCormack, and also the 
"Minstrel Boy.") 

We find when we study the history of music that the old Eng- 
lish tunes have sprung spontaneously from the common people 
a.nd were produced in days of trial and warfare, as well as in 
days of peace and contentment. Some of the typical English 
music is the May Pole Dance, "Drink to Me Only With Thine 
Eyes," and "Sally in Our Alley." 

The national air of England, ' ' God Save the King, ' ' has been 
at some time the national song of Switzerland, America, Eng- 
land, and Saxony. As a national song, it expresses earnest, 
patriotic feeling, and its use in the present war is said to be 
inspiring and strength-giving. (Play on the Victrola "Sally in 
Our Alley," George Hamlin, and "God Save the King.") 

Much has been written of the folk music of America in the 
past few years. Some musicians believe that the future of our 
American music rests on the Indian melodies, while others hold 
that it rests on the songs of the American negroes. In the study 
of our folk music we find in America, as in other countries, 
that the influence of struggle and triumph, of joy and sorrow 
has left its lasting impressions. We find in it all the elements 
that constitute the power of folk music in the old world — strong 
emotion, melody, and simple harmony. Some of the most beau- 
tiful American songs are those written by Stephen C. Foster, 
"My Old Kentucky Home," "Old Folks at Home," "Massa's in 
the Cold, Cold Ground," and "Nellie Bly." (Sing one or 
more of these.) 

America also has a number of patriotic songs, such as "Star 
Spa.ngled Banner," "Dixie," and "Columbia, the Gem of the 



Programs for Schoolhouse Meetings 59 

Ocean." "Dixie" is the only bit of war music that has out- 
lived the Southern Confederacy and bids fair to become national. 
This song was written for a negro minstrel show and was first 
sung at a Broadway theater. New York. It was written to repre- 
sent a rollicking picture of a Southern Plantation and became 
the song of the South because the soldiers and the people liked it. 

The music of John Philip Sousa is also typically American. 
In no place but America could this music have originated. 

(Play "Stars and Stripes Forever," Sousa 's Band, on the 
Victrola and sing "Dixie.") 

Close this meeting with, "Auld Lang Syne." Though this 
song is a national song of Scotland, it has been described as the 
social song of all the English speaking races. For more than a 
hundred years it has been regarded as a song of farewell and a 
pledge of old and new friendship. 



BIRD DAY PROGRAM 

1. Reading — Bird Day. 

2. Recitation — The Mocking Bird. 

3. Recitation — I Used to Kill Birds. 

4. Bird Census — Have a child tell of the birds in the com- 
munity. 

5. Address — The Birds of Texas. 

6. Recitation — Somebody's Knocking. 

7. Recitation — To the Wrens. 

8. Recitation — Trimming the Clothesline. 

9. Reading — Just to See Them Fall. 

BIRD DAY. 

(By Mrs. Lewis Pritchard, Des Moines, Iowa.) 

The first Bird Day was celebrated in 1894 on the first Friday 
in May through the influence of Mr. Charles A. Babcock, but 
the day is generally observed in connection with Arbor Day. 
The two go hand in hand — we can scarcely think of Arbor Day 
without the glad note of a robin's song. 

Much has been done during the last twenty-five years to 
foster and protect our native birds through the national and 
state organizations of the Audubon Societies. This organized 
effort for the protection of our feathered friends was brought 
about by the destruction of bird life throughout the country for 
commercial purposes. In 1886 Mr. Frank Chapman of New 
York found forty species of the most beautiful birds on women 's 
hats. Milliners' agents were destroying the sea bird colonies for 
the wings, breasts, aigrettes, etc. ; song birds were being caged 
and sold, and large numbers of non-game birds were sacrificed 
annually for food. Much of this needless destruction has been 
stopped by the efforts of this society, which strives first to edu- 
cate and secondly to legislate. It realizes that ignorance is at 
the root of this evil, as it is in the case of most evils — that as 
soon as a boy has learned to know the birds and their habits, he 
will learn to love and protect them from harm. 

The Audubon Society was organized in New York in 1886 and 



Programs for Sclwolhouse Meetings 61 

named for John James Audubon (1780-1851), who gave to tJie 
world "The Birds of America" in ten volumes, one of the great- 
est contributions to the study and record of our native birds. 
State organizations soon began to be formed and are now found 
in most of our states. 

It is interesting to know that during the last few years more 
than fifty places have been set aside in the United States for 
the conservation of bird life. These places are located in all 
parts of the country, both inland and along the coasts. One of 
the most unique homes for the birds was established by the fed- 
eral government on two islands in the Hawaiian group, thou- 
sand of miles from the beaten path of commerce. Here on Bird 
and Laysan islands several million sea birds are bred yearly, 
undisturbed by man save an occasional visitor to the islands for 
the purpose of scientific study of their life and habits. In addi- 
tion to all that our federal government is doing toward the pre- 
servation of the birds, many individuals have given liberally to 
the work of the Audubon Society, and also to individual states. 
We cannot all contribute as Mrs. Eussell Sage and Mr. Charles 
Willis Ward have done recently to the State of Louisiana, but 
the least of us can love and protect the birds about our schools 
and home. Like the flowers of the field, the birds of the air 
belong to each one of us — they are ours for the loving. 

THE MOCKING BIRD. 

He didn't know" much music 
When first he came along; 
An' all the birds were wondering 
Why he didn't sing a song. 

They preened their feathers in the sun, 
And sung their sweetest notes; 
An' music jest come on the run 
From all their purty throats ! 



62 Bulletin of the University of Texaso 

But still that bird was silent 
In summer an ' in fall ; 
He jest set still and listened 
An ' he wouldn 't sing at all ! 

But one night when them songsters 
Was tired out an' still, 
An' the wind sighed down the valley 
An ' went a ereepin ' up the hill ; 

When the stars was all a-tremble 
In the dreamin' fields of blue, 
An' the daisy in the darkness 
Felt the fallin' o' the dew — 

There came a sound o' melody 
No mortal ever heard, 
An' all the birds seemed a singin' 
From the throat o' one sweet bird! 

Then the other birds went playin' 
In the land too far to call; 
Fer there warn't no use in stayin' 
When one bird could sing for all ! 

— Frank L. Stanton. 

I USED TO KILL BIRDS. 

I used to kill birds in my boyhood, 

Bluebirds and robins and wrens, 

I hunted them up in the mountains, 

I hunted them down in the glens ; 

I never thought it was sinful — 

I did it only for fun 

And I had rare sport in the forest 

With the poor little birds and my gun. 

But one beautiful day in the springtime 
I spied a brown bird in a tree. 
Merrily swinging and chirping. 
As happy as bird could be ; 



Programs for Sckoolhouse Meetings 63 

And, raising my gun in. a twinkling, 
I fired, and my aim was too true ; 
For a moment the little thing fluttered. 
Then off to the bushes it flew. 

I followed it quickly and softly, 

And there to my sorrow I found, 

Right close to its nest full of young ones 

The little bird dead on the ground. 

Poor birdies, for food they were calling; 

But now they could never be fed, 

For the kind mother-bird who had loved them 

"Was lying there bleeding and dead. 

I picked up the bird in my anguish, 

I stroked the wee motherly thing 

That could never more feed its dear young ones, 

Nor dart through the air on swift wing. 

And I made a firm vow at that moment, 

When my heart with such sorrow was stirred, 

That never again in my lifetime 

Would I shoot a poor innocent bird. 

SOMEBODY'S KNOCKING. 

There's somebody knocking. Hark! who can it be? 
It's not at the door! No, it's in the elm tree. 
I hear it again ; it goes rat-a-tat-tat ! 
Now, what in the world is the meaning of that ? 

I think I can tell you. Ah, yes ! it is he ; 
It's young Master Woodpecker, gallant and free. 
He's dressed very handsomely (rat-a-tat-tat). 
Just like a young dandy, so comely and fat. 

He's making his visits this morning, you see; 

Some friends of his live in that elm tree; 

And, as trees have no doorbells (rat-a-tat-tat), 

Of course he must knock; what is plainer than that? 



64 Bulletin of the University of Texas 

Now old Madam Bug hears him rap at her door ; 
Why doesn 't she come ? Does she think him a bore- 
She stays in her chamber, and keeps very still. 
I guess she's afraid that he's bringing a bill. 

"I've seen you before, my good master," says she; 
"Altho' I'm a bug, sir, you can't humbug me. 
Rap on, if you please ! At your rapping I laugh, 
I'm too old a bug to be caught with your chaff." 

TO THE WRENS. 

We 've built a little bird-house 

For Mr. and Mrs. Wren; 
One inch one-eighth, the opening, 

So sparrows can't get in. 

To make it quite attractive. 
We've done our very best; 

With corrugated paper 
We've lined the little nest. 

We've made it fast to branches 

Of a leaning cedar tree ; 
A friendly honeysuckle 

Makes it snug as snug can be. 

We're waiting nOAv for tenants, 
And hope they'll quickly come. 

From harm we'll try to guard them, 
While making this their home. 

• 

May be the wrens don't know it. 
And yet they're very wise; 

Perhaps they'd come more quickly 
If we should advertise. 



Programs for Schoolhouse Meetings 65 

We'll give the rental gratis 

As long as they will stay. 
Please tell that — and maybe 

They'll come here right away. 

Come and see the home provided, 

We're sure you'll think it great. 
Come, Mr. Wren, we like you ; 

Come, and bring your little mate. 

— John M. Morse in Farm Journal. 

TRIMMING THE CLOTHES-LINE. 
By Helen M. Richardson. 

I'm happy when the birds come back, 

I 've something then to do ; 
If you don't mind a little work 

Perhaps you'd like it, too. 

I get a lot of pretty strings. 

Some red, some white, some blue. 
And on a line out in the yard 

I hang them up in view. 

Sometimes I lay them on the ground. 

And bits of lace,, as well ; 
For just what stuff will best suit birds 

Is sometimes hard to tell. 

They know our yard is a good place 

Variety to find; 
And my ! they 're often such a while 

In making up their mind. 

But before night I've sold clean out, 

I 'm tired as I can be ; 
Yet when the birds chirp back their thanks 

And sing sweet songn to me. 



66 Bulletin of the University of Texas 

I 'm ready next day to begin 

To trim my line anew, 
In colors like the flag we love — 

The red, the white and bine. 

— Helen M. Richardson in \Farm Journal. 

"JUST TO SEE THEM FALL." 

Oriole sang in the Singing Tree, 
(HJeigh- 

O, 

But I loved him so ! ) 
Sang all day, and at night said he, 
"Just as sleepy as I can be! — 
Sleepy and tired, and my throat is sore ; 
Couldn't have sung one glad note more; 
Did my best all the whole day long. 
Cheering the world with my sweetest song!" 

Oriole sang in the smiling sun ; 
(Hleigh- 
0, 

But I loved him so !) 
One came by with a deadly gun * * * 
Flash ! — and the song was forever done ! 
Never again will the music free 
Ring in the green of the Singing Tree ; 
"Shot him for fun," said the Boy, "that's all; 
Wanted to hit him and see him fall!" 

Oriole sang in my dreams tonight, 
(Hleigh- 

O, 

For I loved him so ! ) 
Sang for the days when the sun was bright. 
Bright on the swift wing's joyous flight; 
"What had he done? Ah, answer me. 
Lonesome leaves of the Singing Tree I 
Answer, Shapes that among us crawl, 
Shooting dear things * * * jnst to see them fall ! 

— L. 0. Reese, Sacramento, Cal. 



FARM WORK CONTESTS 

In every community there are men and women who do their 
work with such skill that it is a joy to see them work. There 
is no reason why the boys and girls should not see what in- 
tolhoenee and dexterity may be put into the various occupations 
of the daily life on the farm and learn to take a pride in doing 
this work skilfully, just as they now take pride in throwing or 
battmg a ball skilfully. Each community has its own activities 
and can best arrange its own contests. As a help in starting 
these contests, the following suggestions are offered : 

The Farm-work Contests may be made a part of the re-ular 
athletic day program or they may be made a part of the Harvest 
Festal and School Fair, or may be held as a separate event. 

In all these contests there should be three judges chosen be- 
forehand either by a committee or by the contestants. These 
judges should have the power to make or change any of the 
rules of the contests and should award all prizes. 

_ In these contests suitable prizes of money value or a bow of 
ribbon may be given, or some honor or appropriate title may be 
conferred upon the winner, as "Champion Chopper of Stony 
Creek District." If these contests are held annually it is pos- 
sible to work up great interest in them, and to bring it about that 
one will be as proud to be the best axeman or most skillful 
horseman or plowman as the boy now is to be the best ball player 
or the man to be the best rifle shot. 

AVOOD CHOPPING CONTEST 

This contest is open to men and boys sixteen years of age 
and above. 

Preparation: Bring two green logs of about equal size to 
the school and set them in the ground like posts. Where trees 
are plentiful and two of equal size that need to be cut down 
near the schoolhouse can be found, it will be unneeessarv to 
set the logs. Care, however, should be taken not to destroy 
valuable trees. Select a timekeeper for the contest. Provide 
two sharp axes. 



68 Bulletin of the University of Texas 

Bides for the Contest. — Select leaders and let them choose 
teams of not more than five members. Each leader should ar- 
range his team in a definite order. If practicable, teams should 
be selected beforehand and allowed to practice together and 
train. 

At a given signal from the timekeeper, the first man on each 
team takes the axe and chops on his tree for one minute. Then 
time is called and the next man on the team chops for one min- 
ute, and so on until the tree or log is felled. 

The team that finishes first wins the contest. 

This contest is especially exciting and furnishes a great deal 
of amusement, as well as giving an opportunity to show real 
skill in handling an axe. 

The contest may be arranged also between two individuals, in- 
stead of two teams. . At times this is the better plan. 

CORN SHUCKING CONTEST 

This contest is open to all. The contestants are to enter in 
three divisions. 

Division 1. Eight to twelve years. 
Division 2. Thirteen to eighteen years. 
Division 3. Nineteen years and upward. 

The winners in each division may compete for the grand 
championship if they desire to do so. 

Rules for the Contest. — Arrange as many piles of corn as 
there are contestants, placing in each pile ten ears. 

Have each contestant stand by his pile, and at the given sig- 
nal have all begin. The one finishing first wins. 

PLOWING CONTEST 

First locate a good level tract of ground that will be large 
enough for all wdio wish to enter the contest to have uniform 
conditions. Secure permission from the owner to have the con- 
test on the land selected and notify the contestants of the con- 
ditions of the contest before the day of the meeting. The kind 



Programs for ScJioollionse Meetings 69 

of plow and number of horses to l)e used should be ch:>arly stated. 
Whether or not stakes may be used in driving' the first furrows, 
the time to be allowed each contestant, and the points on which 
the work will be judged should also ])e stated. It is generally 
advisable to have a committee of three farmers to act as judges. 

A SUGGESTED SCORE CARD 

Points. 

1. Straightness of furrow 15 

2. Uniformity of furrow slice 15 

3. Depth and uniformity of depth 15 

4. Finishing of ends and corners 10 

5. Skill with which both plow and team are 

handled 15 

6. Connecting two lands or back furrowing. ... 10 

7. General quality of work 10 

8. Amount accomplished per unit of time 10 

Total 100 

BRIDLING, SADDLING, AND RIDING CONTEST 

This contest is open to all. The contestants are divided into 
two divisions. 

Division 1. Girls and women. 

Division 2. Boys and men. 

The winners in each division may compete for the final prize 
if it is desired. 

Rules for the Contest. — The contestants choose horses and tie 
them to a near-by post or tree and arrange saddle and bridle 
near at hand. The contestants then stand, each an equal dis- 
tance from his or her horse, and at a given signal, each saddles, 
bridles, mounts his or her horse, rides a stated distance (50 
yards), returns, and ties the horse again. 

The awards are made on the basis of the time required, skill 
and grace in riding, and the security of the saddle and bridle 
on the return. 



70 Bulletin, of the University of Texas 

SUGGESTED SCORE CARD 

Points. 

Quickness in bridling and saddling 35 

Ease in mounting and dismounting 15 

Grace and horsemanship in riding 35 

Security of saddle, bridle, and tie at end 15 

Total 100 

HITCHING CONTEST 

Following the same plan suggested for the saddling and rid- 
ing contest, have the contestants harness and hitch up teams 
of mules or horses to wagons. This contest should be judged 
on the basis of rapidity and completeness. 

ROPE TYING CONTEST 

An interesting as well as a valuable contest may be held in 
connection with rope tying. To be able to handle a rope with 
dexterity is a valuable asset to every one, especially to those 
living on a farm. Rope tying contests can be judged on the 
basis of the number of knots and splices each contestant is able 
to manipulate. Boys and girls and men and women should be 
divided into groups and these groups divided on the basis 
of age. There maj^ be any number of groups and as much com- 
petition between groups as is thought advisable. The knots and 
splices demanded in the contest should be as practical as pos- 
sible. The following are suggested : 

1. The bowline knot. 

2. Teamsters' knot. 

3. Farmers' loop. 

4. Slip knot. 

5. ]\langer knot. 

6. Halter tie. 

7. Fisherman's eye knot. 

8. Hitches: 

(a) Half hitch. 



Programs for Svhoolhousc Meetings 71 

(b) Timber hitch. 

(c) Manger hitch. 
9. Splices. 

10. Rope halters. 

11. Tackles. 

12. Casting. 

If instructions in tying these knots are needed, the following 
free bulletins may be obtained: 

U. S. Department of Agriculture Bulletin No. 638, Washing- 
ton, D. C. 

Extension Bulletin, No. 24, Rope and Its Uses, Agricultural 
Extension Department, Iowa State College of Agriculture, 
Ames, Iowa. 

Bulletin No. 33 and Bulletin No. 136, "Rope and Its Use on 
the Farm," Agricultural Experiment Station, University Farm, 
St. Paul, Minn. 

Other features, such as roping a post, a knowledge of the 
terms used in connection with rope tying, etc., may be added 
to the contest. 



SCHOOL AND COMMUNITY FAIRS 

The school fair offers one of the best means of bringing the 
community together and of building up community spirit by 
setting forth in a concrete way the work of the school and the 
things that are related to the interests of the community. A 
school fair should never deal Avith school work alone, but should 
always include the work that is being done on the farms in the 
community. 

HOW TO CONDUCT THE FAIR 

In the agricultural contests it is unnecessary to exhibit large 
quantities of a product. An effort should be made to have each 
child who is old enough to bring something to put on exhibit. 
This will greatly increase the interest of the child and its par- 
ents in the occasion. 

When the children bring in their exhibits the samples should 
be carefully numbered and a record accurately kept. The 
samples should then be placed in groups in such positions as to 
make them easily seen by everyone, care being taken that 
samples are not handled and mixed before the judges have 
pl&,ced them. All material exhibited should be neatly arranged, 
so as to make the entire exhibit as attractive as possible. The 
neatness and attractiveness of the product cannot be overem- 
phasized. 

Great care must be taken in selecting a judge who is fully 
capable of judging an agricultural exhibit. This is often a diffi- 
cult task, and where it is impossible to secure a good judge who 
is not connected with the school, the teacher should judge the 
samples. Wherever there is a county demonstration agent, the 
matter of securing a good official should offer no difficulty. In 
this connection, the Rules for Industrial Contests as given in 
the Constitution and Rules of the University Interscholastic 
League will be suggestive. 

The students should be given an opportunity to judge the 
samples and place them in what they think is the proper order, 
and should be required to write down on paper their reasons 
for placing the samples as they do. The official judge should 



Programs for Sclioolkouse Meetings 73 

then place the samples and decide Avhich student placed them 
nearest to his placing and gave the best reasons for such placing. 
Then some recognition of some kind should be given not only to 
the boy or girl who exhibits the best sample, but also to the one 
who is the best judge of the samples that are exhibited. There 
should be some little prize, such as a banner, a ribbon or button, 
to give as a recognition of the ability of the student. 

Each school can best determine what exhibits would be prac- 
ticable and helpful to its community. The following lists of 
exhibits are offered merely as suggestions : 

PRIMARY EXHIBIT 

Paper and Card Board. — Free hand cuttings; cuttings after 
tablets used as patterns; pictures that have been cut out, classi- 
fied, and pasted into scrap books, or hand-made booklets. In 
these books may be pasted free cuttings or pictures representing 
the furnishings of different rooms of the home, or different oc- 
cupations in the home or on the farm ; bird pictures ; animal 
pictures ; means of transportation ; tlowers, etc. These pictures 
may be cut out of the back numbers of papers and magazines, 
flower catalogues, mail order catalogues, and other pamphlets. 
Freehand drawings with brush and pencil; booklets with orig- 
inal cover designs made by pupils for keeping record of new 
words or of work in nature study ; garden books ; leaf books - 
flower books; and posters on which groups of children have 
worked; mats; paper furniture: wagons; engines, etc., likewise 
make interesting exhibit material. 

Clay. — The products of the clay modeling work also furnish 
good exhibit material. 

Sewing. — Sewing cards, mats, baskets, articles of clothing 
made for the family of dolls will show the sewing work of the 
beginners. 

INTERMEDIATE AND HIGH SCHOOL EXHIBITS 

Ordinarily the school fair should not be held indoors. If there 
is an abundance of shade on the school ground, arrange the 
booths, tables, and platforms under the trees. This gives more 



74 Bulletin of the rniversiiy of Texas 

room and offers a better opportunity for making the exhibit 
easily studied. The sheds where horses are kept during the day 
can be cleaned out a week or two in advance, fresh dirt thrown 
on the floor, papers tacked over the sides and walls, and thus 
made a neat, clean place for the display of products. The home 
economics display probably can best be made in the schoolroom, 
but all other material should be exhibited out of doors if the 
weather permits. This will leave the schoolroom free to be used 
as a meeting place. 

The following farm products lend themselves easily to display 
at the school fair, and should be grouped as follows : 

1. Small grains, wheat, oats, rye, rice, barley: 

(a) Threshed samples, 1 peck each. 

(b) Sheaf samples, at least 20 heads. 

2. Corn, kafir, milo maize, and f eterita : 

(a) 10 ear or 10 head samples. 

(b) Whole stalk sample — at least five. 

3. Hay crops : Small bundle of alfalfa, Sudan, Bermuda, 
peanuts, or any other hay crop grown on the farm. 

4. Cotton : 

(a) Stalk with all the bolls attached. 

(b) Bolls to .show length and quality of staple. 

5. Potatoes and peanuts: These plants should be exhibited 
to show the yield of single hills, so as to show what single plants 
can do. Peck samples may also be shown. 

6. Farm seeds: Cotton, small grains, grasses, peanuts, cow- 
peas, soy beans, etc., used for seeding purposes should be ex- 
hibited in peck or half bushel samples. Corn should be exhibited 
on the ear. 

7. Watermelons, muskmelons, pumpkins, pie melons, cu- 
cumbers, squashes, cushaws, etc. : Exhibit the best single speci- 
mens of each and also arrange to show the yield from a single 
vine. 

8. Vegetables : 

(a) Radishes, carrots, young onions, etc. : Exhibit in small 
bunches. 

(b) Beans, peas, tomatoes, etc. Exhibit in small baskets. 

(c) Mature onions and head lettuce may be exhibited in 
crates. 



Programs for Schoolhouse Meeiings 75 

(d) Turnips, beets, etc., may be exhibited in peek or half- 
bushel samples. 

9. Fruits : 

(a) Quart samples of strawberries, dewberries, blackberries, 
and fruits of similar size. 

(b) Half-gallon or gallon samples of plums, figs, and all 
fruits of like size. 

(c) Peck samples of apples, peaches, pears, etc. 

(d) Citrus fruits — a dozen specimens each. 

10. Nuts: Pecans, hickory nuts, walnuts. Exhibit in pound 
samples for pecans and peek samples for others. 

11. Honey, eggs, butter, preserves, canned products of all 
kinds, loaf bread, cakes, pies, etc., should be exhibited. 

12. Poultry exhibit: 

(a) Single birds. 

(b) Pens (five hens and one cockrel). 

(c) Poultry equipment — trap nests, etc. 

13. Livestock exhibit : 

(a) Hogs. 

(b) Beef cattle. 

(c) Dairy cattle. 

(d) Horses: 

a. Individuals — light and draft. 

b. Teams — harness and draft. 

(e) Mules: 

a. Individuals. 

b. Teams. 

(f) Sheep and goats. 

14. Flowers and ornamental plants : A most attractive collec- 
tion of the flowering plants of the community, both wild and 
cultivated, can be arranged with little trouble. Every effort 
should be made to get people to bring their choice ferns and 
other pot plants as well as flowers from their homes. This will , 
add greatly to the entire exhibit. 

Products from One Farm. — An interesting exhibit for the 
school fair may be made up by having the farmers exhibit all 
the products produced on their farms. These should be set 
apart from the remainder of the exhibit. Get just as many 



76 Bulletin of the University of Texas 

farmers interested in this as possible and get up some keen 
rivalry. This competition on varied products will do much to 
encourage diversification in agriculture. 

"W^ierever baby beef clubs, pig clubs, or other livestock as- 
sociations exrst, these organizations ought to exhibit at the fair, 
and the farm demonstrator or teacher should make the exhibit 
the subject for a demonstration or lecture. 

An excellent demonstration of the need of testing farm seeds 
can be arranged with little trouble and at practically no cost. 
Procure some pie pans and cotton flannel or blotting paper. 
Place two layers of either in the bottom of one pan ; divide the 
space into two equal parts; place 50 or 100 seeds on each side, 
depending on the size of the seed, cover with two thicknesses 
of the material used on bottom, moisten thoroughly and cover 
v.'ith inverted pie pan. The test should be started five or six 
days before the fair, so that the seeds will have time to germinate. 
The test must be kept moist and warm. A sand box, a rag doll 
tester, or any other of the testers commonly used may be used 
instead of the pie pans. 

The school should collect 25 of the most troublesome weeds 
and samples of their seeds and. preserve for exhibit purposes. 
Insect exhibits are also interesting, and if properly exhibited, 
highly instructive. Life histories may be shoAvn to good ad- 
vantage. 

Manual Training. — Boys and girls should be encouraged in 
the use of tools by exhibiting at the school the things that 
they hav^e made. The things exhibited ought to .be practical. 
Where an object is too large to be shown, a model can be 
made. The things best to exhibit will vary in different parts 
of the state, but the foUoAving list is suggestive: Pig trough, 
chicken coop, bird house, kitchen shelf, umbrella stand, ironing 
board, book rack, picture frame, fly trap, outbuilding (model), 
gate latch, seed testing box, self-feeders for hogs and poultry. 

Domestic Economy. — For the sirls. exhibits may be made 
of cooking, dressmaking, button holes, darning, and other things 
of like nature. If there is a canning club, it can exhibit the 
canned material, and the wom.an agent c^n mak'^ this an occa- 
.cion for a demonstration or a lecture on canning. Canning 
utPiisils aP-d labor-saving devices, especially if made at home. 



Programs for Schoolhoin^c Meetings 11 

should also be exhibited. Occasionally refreshments might be 
prepared and served by the cooking class. 

School Work. — Note books, maps, relief maps, specimens of 
penmanship, drawing and painting by pupils, lend themselves 
to display. The teacher should not have the pupils make special 
maps, drawings, etc., for exhibition purposes. Too often a great 
deal of time is spent in making pretty things for fairs which 
have no relation to school work. It is best to say nothing to the 
pupils about exhibiting their work and then when the fair 
comes put these different objects on exhibit. This will be a true 
exhibition of the work done. 

Collections. — Collections of woods, leaves, seeds, flowers, in- 
sects, or weeds, properly labeled ; agricultural seeds ; cotton prop • 
erly graded, are all excellent for fair purposes. If there are old 
coins, arrow heads, fossils, or stones that someone has collected, 
they might be exhibited. Objects of historical interest with ap- 
propriate talks are also good. All such exhibits that are of a 
permanent nature should be preserved for the school museum. 

Time for Fairs. — The best time to hold the school fair is either 
in the spring or in the fall. The fall offers a better oppor- 
tunity to collect a large number of farm products. If the fair 
is held in the spring, it Avill be best to hold it at the time of the 
Interscholastic League- contests, if possible. (See Programs VI, 
VII, and IX.) 

County School Fairs. — When it is possible, it is well to hold 
a county school fair. The different schools can come together 
at one central place and put up exhibits. Prizes should be 
offered for the best exhibits.' and the best showing of the schools. 
The communitj^ exhibit may be a preparation for the county ex- 
hibit. The county exhibit should be held at the time of the 
county meet of the Interscholastic League. This has already 
been done in several places in Texas and has proved to be very 
successful. 

The little one-room country school may not be in a position 
to have all the exhibits mentioned above, but surely some of 
these can be carriedou t. There ought by all means to be dem.on- 
strations and lectures upon the products exhibited, for this is the 
best place to drive home lessons in agriculture and home eco- 
nomics. 



LECTURES ILLUSTRATED WITH LANTERN SLIDES 

Special attention is called to the assistance which lantern slides 
might render in carrying out any of the programs for school- 
house meetings. Upon request, detailed information will be sent 
to you regarding lantern equipment with slides and illustrative 
lefctures. Address Mr. N. L. Hoopingarner, Manager of Exhib- 
its, University Extension Department, Austin. 

THE EXTENSION LOAN LIBRARY AND LIST OF 
BULLETINS 

The Division of Public Discussion of the University Extension 
Department has established a Loan Library. Its special func- 
tion is to aid in the work of the University Interscholastic 
League, and to assist schools, clubs, and individuals who do not 
have access to public libraries. No fees are required, nor is a 
formal registration necessary. The rules are very simple : 

1. The borrower pays the postage both ways. 

2. Libraries may be kept for two weeks only. 

3. More than three libraries on the same subject may not 
be sent to the same school or club, at the same time. 

WJiat Is the People's Loan Library f 

This library consists of packages made up of clippings from 
magazines, pamphlets, and books all on the same subject. This 
material is fastened together with rubber bands, and filed in 
readiness to be mailed out upon receipt of a request for informa- 
tion. 

Scope of file Work. 

If you are to take part in a debate, let the library send you 
some material. If you are called upon to discuss a present-day 
question before your club, make your request. If it can furnish 
you with information relating to a special phase of household 
or business efficiency, let the Loan Library cooperate with you. 

Loan Libraries are now ready on the following subjects: 



Programs for Svhoolhouse Meetings 79 

Agriculture ; Alcohol ; Alfalfa ; Arbitration ; Athletics ; Banks 
and Banking ; Birds ; Boy Problem ; Boy Scouts ; Canning Clubs ; 
Capital Punislnnent; Child Labor; Child Welfare; Cigarette 
Habit; Civil Service; Co-education; Commission Government; 
Compulsory Education ; Conservation of Resources ; Contagion 
and Contagious Diseases; Convict Labor; Co-operative Market- 
ing; Corn; Cost of Living: Cotton; Crime and Criminals; 
Diplomatic Service ; Disarmament : Domestic Science ; European 
War ; Flies ; Gary Schools ; Government Ownership cf Public 
LTtilities ; Hogs ; Hours of Labor ; Immigration ; Income Tax ; 
Increased Armaments; Indians: Industrial Education; Initia- 
tive and Referendum; Irrigation; Journalism; Juvenile Courts; 
Kindergartens; Labor Unions; Land Tenantry; ilauual Train- 
ing ; Merchant Marines ; Mexico ; Military Education ; Milk ; 
Mill Tax ; Minimum Wage ; Monopolies ; Monroe Doctrine ; 
Montessori Method; Mothers' Clubs; Moving Pictures; Muni- 
cipal Improvement ; Municipal Ownership ; Munitions of AA^ar : 
Nature Study; Negro; Nutrition; Old Age Pensions; Open and 
Closed Shop ; Panama Canal ; Parcel Post ; Peace ; Pecan Culture ; 
Philippines ; Play and Playgrounds ; Poultry ; Presidential Term ; 
Programmes, Special Days ; Prison Reform ; Prohibition ; Public 
Health; Railroads; Recall; Red Cross; Religious Education; 
Roads; Rural Credit; Rural Life; Rural Schools; Rural and 
County Libraries; Sanitation: School Gardens; Schoolhouses ; 
School Lunches ; Schools, Centralization of ; Short Story ; Single 
Tax ; Social Centers ; Socialism ; South America ; Story Telling ; 
Submarine Warfare ; Suffrage ; Tariff ; U. S. Army ; U. S. Navy ; 
AVarehouses; Woman Labor; Woman Suffrage; Women's Clubs. 
Clippings and miscellaneous material have been collected on 
various other subjects. 

Address all requests to : 

The Extension Loan Library, 

University Department of Extension, 
Austin, Texas. 



so " Bulletin of flie r)iiversitij of Texas 

LIST OF FRED BULLETINS. 

{Prices mentioned for certain huUetins are for ont-of -State 

residents.) 

No. Name of Bulletin Date 

*152 One-room and Two-room School Biiildino-s 1910 

256 The Improvement of Home and School Grounds. . 1914 
28-i Intercollegiate Debates on Old Age Insurance, 

Banking and Currency Reform 1913 

286 Texas' Need of the Services of Higher' Education. 

Prize orations in the State oratorical contests, 

1913. 15 cents 1913 

303 Simple Cooking of Wholesome Food for the Farm 

Home 1913 

333 Principles of Menu Making 1914 

338 The Problem of the School Luncheon, Part 1 1914 

339 The Problem of the School Luncheon, Part II 1914 

34 Cleanliness and Health 1914 

342 Food for Growing Children 1914 

344 Cooking Tough Meats 1914 

345 The Uses of Food and the Proper Balancing of the 

Diet 1914 

347 Meat, Its Value as Food and Its Proper Prepara 

tion 1914 

348 Seasonable Fruits and Their Uses 1914 

350 The Irish Potato 1914 

355 Co-operation in Agriculture, Marketing and Rural 

Credit , 1914 

*361 Nature Study and Agriculture for the Rural 

Schools of Texas i 1914 

366 Nuts and Their Uses as Food 1914 

373 Suggestions for Infant Feeding 1914 

13 LTses of the Peanut on the Home Table 1915 

16 A Selected, Classified List of Free Publications on 
Agriculture and Allied Subjects for Use in the 

Home and School > 1915 



*Edition exhausted but will be reprinted. 



Froyrams for ScliooUiouse Meetings 81 

No. Name of Bulletin Date 

30 A Constitutional Tax for the Support of Hiuher 

Educational Institutions in Texas (15 cents) 1915 

31 Woman Suffrage. (Bibliography and Selected Ar- 

guments) , 15 cents 1915 

32 Play and Athletics 1915 

33 Athletic Eules of the Interscholastic League 1915 

35 School Literar}^ Societies 1915 

52 Study Outlines of Elizabeth Harrison's "Child 

Nature" '. 1915 

53 Study Outlines of Tyler 's ' ' Growth and Education ' ' 1915 

54 Study Outlines of Carney 's ' ' Country Life and the 

Country School" 1915 

55 Study Outlines in Home Economics, .i 1915 

59 Schoolhouse Meeting Discussion of Cover Crop. . . . 1915 

60 Schoolhouse Meeting Discussion of the Farm 
66 Schoolhouse Meeting Discussion of Poultry on the 

Farm 1915 

68 How to Feed the Family for Health and Efficiency 1915 

69 Care and Preservation of Food in the Home. . . . 1915 
2 Schoolhouse Meeting: Labor Saving Devices in the 

Farm Home 1916 

4 How to Conduct a Baby Health Conference 1916 

9 The Valentine and Washington's Birthday Celebra- 
tions 1916 

16 School Closing Exercises 1916 

17 The Beautitication of the Home Grounds 1916 

23 Announcement of Correspondence and Group Study 

Courses 1916 

39 The Planning of Simple Homes 1916 

42 What Help the Teacher Can Get From the University 

Extension Department 1916 

45 Constitution and Rules of the University Interscho- 

lastic League 1916 

47 Single Tax 1916 

52 Selected Words for Spelling Matches 1916 



82 Bulletin of the University of Texas 

No. Name of Bulletin Date 

56 Programs for Sehoolhouse Meetings 1916 

The University of Texas Community Song Book. 
(Ready Jan. 1, 1917.) 

Pamphlets 

The Rural Life Situation in Texas 1914 

Better Babies on Texas Farms 1914 

Address requests for bulletins to the Bulletin Clerk, Depart- 
ment of Extension, University, Austin, Texas. 



